Organization: Pearson Education Product Name: Common Core Literature Grade 7 Product Version: v1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-b270b202-6a75-45af-b6aa-83e73631ca9d Timestamp: Monday, January 28, 2019 11:54 AM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Writing 1.d. Establish and maintain a formal style. - W.7.1.d Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. - W.7.3.b Reading Informational Text 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. - RI.7.5 Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. - W.7.1.c Writing 3.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. - W.7.3.a Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. - RI.7.4 Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. - W.7.3.d Reading Informational Text 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). - RI.7.3 Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. - W.7.1.e Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. - RI.7.2 Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. - W.7.3.c Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - RI.7.1 Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. - W.7.3.e Writing 9.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"). - W.7.9.b Writing 9.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"). - W.7.9.a Reading Informational Text 8. 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. - RI.7.8 Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. - W.7.1.b Reading Informational Text 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. - RI.7.6 Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. - W.7.1.a Language 4.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. - L.7.4.c Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. - SL.7.1.c Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. - SL.7.1.d Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. - SL.7.1.a Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. - SL.7.1.b Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - RL.7.1 Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. - RL.7.2 Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. - RL.7.5 Language 2.b. Spell correctly. - L.7.2.b Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. - RL.7.6 Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). - L.7.2.a Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). - RL.7.3 Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). - L.7.4.b Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. - RL.7.4 Language 4.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. - L.7.4.a Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. - W.7.2.c Speaking and Listening 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. - SL.7.2 Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. - SL.7.3 Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. - W.7.2.b Writing 2.e. Establish and maintain a formal style. - W.7.2.e Speaking and Listening 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. - SL.7.1 Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. - W.7.2.d Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. - W.7.2.f Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. - SL.7.6 Writing 2.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. - W.7.2.a Speaking and Listening 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. - SL.7.4 Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. - SL.7.5 Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. - L.7.5 Language 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. - L.7.6 Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. - L.7.1 Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. - L.7.2 Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. - L.7.3 Language 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. - L.7.4 Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). - L.7.5.c Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. - L.7.5.b Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. - W.7.9 Writing 8. 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. - W.7.8 Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. - W.7.7 Writing 6. 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. - W.7.6 Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. - L.7.1.c Writing 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, focusing on how well purpose and audience have been addressed. - W.7.5 Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - W.7.4 Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. - L.7.1.b Writing 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. - W.7.10 Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. - W.7.3 Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. - L.7.5.a Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. - W.7.2 Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. - RL.7.10 Writing 1. Write arguments to support claims with clear reasons and relevant evidence. - W.7.1 Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. - L.7.1.a Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. - RI.7.10 List of all Files Validated: imsmanifest.xml I_0008cb85-c780-3f96-b7d4-7f9ea74b3e59_1_R/BasicLTI.xml I_00424f1b-4e7b-47d2-afbc-f371e11381e5_1_R/BasicLTI.xml I_00835ccf-e4d8-496c-bd6a-ad018e901ffd_1_R/BasicLTI.xml I_009ac2f5-cb5e-3ab8-895e-a22338a5e899_R/BasicLTI.xml I_00d36f52-baa0-39d8-980b-f9ff54cd81f8_1_R/BasicLTI.xml I_00daa9ad-dddf-3002-866f-1c3db6f972d0_1_R/BasicLTI.xml I_0106afd0-0d09-3b6f-b4f3-db1c29d8e9a8_R/BasicLTI.xml I_01890f80-052c-339d-a4bb-7c86ee31bc45_1_R/BasicLTI.xml I_01e944f1-b85d-3737-95a0-8a4752c70f36_1_R/BasicLTI.xml I_02641579-7c93-45cd-9beb-fd97f49dba3c_1_R/BasicLTI.xml I_0274faa7-8790-3206-8334-82a8ac4bf8a8_1_R/BasicLTI.xml I_0354e915-b929-34e2-b3e7-c0657affc574_1_R/BasicLTI.xml I_036b70cb-e146-3a74-a6fa-cf5d8d8d5b01_1_R/BasicLTI.xml I_03b36ee4-c3cf-3fa9-a126-a7198b45a278_1_R/BasicLTI.xml I_03cac09c-4e23-43f4-9da6-61a467a47fa7_1_R/BasicLTI.xml I_042bc55b-f6a0-3a37-b611-873181edd807_1_R/BasicLTI.xml I_04552b47-5e00-4b98-ad12-10b2e89fad09_R/BasicLTI.xml I_04a939bc-c59e-44e9-ad6b-83638a96ec5e_R/BasicLTI.xml I_04ab3f92-a842-4503-85a3-10fbecdac383_1_R/BasicLTI.xml I_04cd25a3-4efc-40f8-bde4-3d138f3f8582_1_R/BasicLTI.xml I_04d7a820-609e-4a5b-b841-186e0cf58490_1_R/BasicLTI.xml I_04e54388-0978-4a38-b540-7bbb1003db73_1_R/BasicLTI.xml I_050ebf7e-dae6-4175-a247-ab41236b4b1e_1_R/BasicLTI.xml I_052d5145-d86c-46db-8763-fa6548f51872_1_R/BasicLTI.xml I_05b9882b-46e6-48c6-aff9-3dba32eafa69_1_R/BasicLTI.xml I_05bc5d80-5b4a-4a8e-b320-28f7ba578d23_1_R/BasicLTI.xml I_0601f067-24df-4e7d-9f1d-9097e6bc7dc9_1_R/BasicLTI.xml I_067a1bd3-d6fc-30f5-8df2-bdee89c88651_1_R/BasicLTI.xml I_06b89d7b-0c6f-47da-a3f6-d3290cb28ef8_R/BasicLTI.xml I_070a4811-902c-42e1-88ad-973568151673_1_R/BasicLTI.xml I_07249845-fbd0-41ad-af49-42a51ec11f50_R/BasicLTI.xml I_07399a94-902b-416c-a8ce-64b0a2bde23f_1_R/BasicLTI.xml I_078311d9-72fb-4980-9068-eabe865e3373_1_R/BasicLTI.xml I_0783de6d-71dd-4acd-982b-c5f403a9afa2_1_R/BasicLTI.xml I_07bf73ca-56e2-38a0-a496-2c9cfa4723b9_1_R/BasicLTI.xml I_07ef2411-8f8d-41fb-96e3-d16980c6428d_R/BasicLTI.xml I_0829f374-7bac-39a9-873d-c0dbfe5be54d_1_R/BasicLTI.xml I_083bca9f-c6b9-4b48-86c1-891f7130632b_1_R/BasicLTI.xml I_08445e69-370e-3bb9-a94e-615a6f7c39e8_1_R/BasicLTI.xml I_08a7e28a-8a32-4ab8-bd75-ac4601f89ebb_1_R/BasicLTI.xml I_08ba0832-29ee-460b-86e8-394225ac8f23_1_R/BasicLTI.xml I_08e9806f-fa04-3ce0-9ffc-99fb7dee76bb_1_R/BasicLTI.xml I_08f93144-6441-4c4e-b911-e1006a050ca6_1_R/BasicLTI.xml I_08ff4644-2fd2-47f0-be24-8d8800ea539e_1_R/BasicLTI.xml I_090518ee-fbe4-3048-95f7-6c7a8ae2acac_1_R/BasicLTI.xml I_0928d538-054e-479f-9e6f-85acaba7503d_1_R/BasicLTI.xml I_0976454e-6c06-374c-ad46-4ffb0b93624e_1_R/BasicLTI.xml I_0a3e894b-edda-326e-8cc8-2a72aaebe812_1_R/BasicLTI.xml I_0a8dd9ad-8964-4d64-be47-bd95a57db5db_1_R/BasicLTI.xml I_0aa44da9-33c3-4bd4-bd39-b154cef41972_1_R/BasicLTI.xml I_0b119b3a-953e-3765-b230-618e83c871e9_1_R/BasicLTI.xml I_0b9b7c92-4486-4173-813a-6a1400602043_1_R/BasicLTI.xml I_0ba320f3-4650-4864-8d4d-ca598400d633_1_R/BasicLTI.xml I_0bd6c43a-e25b-4546-9f6d-1d8926b1e0d9_1_R/BasicLTI.xml I_0bffa684-1743-41d3-989b-2f5c2f82b096_1_R/BasicLTI.xml I_0c259095-0c48-3390-bab4-26097faa3ecd_1_R/BasicLTI.xml I_0c493954-41b0-4aa1-8252-fabaf9dad35f_1_R/BasicLTI.xml I_0c7a9a05-51aa-4773-9259-aac71f804273_1_R/BasicLTI.xml I_0c99b8a8-5225-3fec-8b31-7bb7cd5bd64c_1_R/BasicLTI.xml I_0ceacd56-234c-34ab-91ab-92811f6cdb70_1_R/BasicLTI.xml I_0d585b6d-aa93-3f67-848a-58ff42139015_1_R/BasicLTI.xml I_0db801c9-1b20-4287-9d5f-cbc3fe2effb6_1_R/BasicLTI.xml I_0dc87b58-297a-4287-a468-ea0e52aa05f7_1_R/BasicLTI.xml I_0df9196b-6137-3f7d-bbba-aa913ca7a8d8_R/BasicLTI.xml I_0e3588d7-788e-3c1c-87f7-931dcf451711_1_R/BasicLTI.xml I_0e460774-f222-4865-bf54-0d91b7a9b613_1_R/BasicLTI.xml I_0e9a24d1-ce8c-3b8d-ab2a-3d15b0eff970_1_R/BasicLTI.xml I_0eb15eb8-a9ec-4033-97d0-6b53dc1332b2_1_R/BasicLTI.xml I_0f4666ec-64da-381a-98f7-43c0c606796e_1_R/BasicLTI.xml I_0f54a18b-66d1-3624-886c-2dae3af8528a_1_R/BasicLTI.xml I_0f947d2b-6572-3915-b177-1b360eda1252_1_R/BasicLTI.xml I_0f9f39d1-42d7-34e8-b206-99199609fa23_1_R/BasicLTI.xml I_0fdce180-c87e-38b4-8b6e-ced8323c142f_1_R/BasicLTI.xml I_10532eed-4d04-3d73-aae3-07c8c3c5db9f_1_R/BasicLTI.xml I_105b0514-54c6-4699-8f04-1a57b1c39c78_R/BasicLTI.xml I_10a528c2-5213-3bbc-abd5-1bc03d8c1e80_R/BasicLTI.xml I_10ae5669-d209-3420-a9f8-b5ec84cc7730_R/BasicLTI.xml I_1151d395-6616-3072-beef-a2b6c3bf5e54_1_R/BasicLTI.xml I_1154a28d-d5a0-432a-9b15-f21db684816d_1_R/BasicLTI.xml I_116e6eba-253d-4bd4-ad1c-02c224f93a6a_1_R/BasicLTI.xml I_1188af11-74f0-455b-9250-149ecc49c6ec_1_R/BasicLTI.xml I_12476e13-5d03-308d-aee1-6e658da20bfd_1_R/BasicLTI.xml I_1257958a-d0c1-332e-a4bd-06b92782cd98_1_R/BasicLTI.xml I_12664f08-70b1-3cf4-aade-97e9ec196141_1_R/BasicLTI.xml I_12a18547-f923-3137-af72-2049732357ee_1_R/BasicLTI.xml I_12cb415e-5bc7-4817-9a69-50e0e43928e3_R/BasicLTI.xml I_1313d830-2f41-4324-92d3-6f16c01a898c_R/BasicLTI.xml I_134e1ddc-8022-360d-99bc-e3401c155193_1_R/BasicLTI.xml I_13979ebe-4b44-44cb-862b-b50f945f4c80_R/BasicLTI.xml I_13cd13a6-45fc-4f02-b20d-0243fd7fa01d_R/BasicLTI.xml I_13d20fce-fe8c-4723-ac8a-2517ccf8e60e_1_R/BasicLTI.xml I_13e475d9-8deb-3332-aa5d-a18c06e1230e_R/BasicLTI.xml I_1453ec54-d86b-37fb-a9a0-24ec2dea95cb_1_R/BasicLTI.xml I_14e0103f-71f1-4f9c-bb7c-06ae306b50bb_1_R/BasicLTI.xml I_159247a5-6ea1-49fc-8e65-3bdb32568498_1_R/BasicLTI.xml I_1620d5dd-baf0-4f68-912a-423ec2528251_R/BasicLTI.xml I_164e1320-8939-4a90-8522-26de146c3f3d_1_R/BasicLTI.xml I_16693bfe-a7f5-32de-a2c8-7b8ae4ca5ffe_R/BasicLTI.xml I_16f6c1c5-bc07-4261-bcb1-3a13d69f03dd_R/BasicLTI.xml I_16fa869f-f932-4b62-bbce-a8fe42d922cc_R/BasicLTI.xml I_174f1639-7676-3f40-8651-d427e604af06_1_R/BasicLTI.xml I_17fc709f-b257-4aee-a356-681ee2ef53a8_1_R/BasicLTI.xml I_180bf818-2086-4ac2-97a1-22d9c38d63ae_1_R/BasicLTI.xml I_187c94c2-9abc-307e-8bd2-d2b989af2efb_R/BasicLTI.xml I_190d2a2b-81cc-3cd3-ab8d-dbed38e06c06_1_R/BasicLTI.xml I_19b147a0-b720-43dd-ae52-d0326d9d9515_1_R/BasicLTI.xml I_1a94df12-7ced-4cf6-a2fa-e15068fa739a_1_R/BasicLTI.xml I_1ad22420-5f10-3280-8ed7-8fba309ce1a6_R/BasicLTI.xml I_1ad55f7d-19c7-438e-9bbd-47e914a9b4c2_R/BasicLTI.xml I_1b8a004a-69ab-4bb3-bcc1-8932a82577d2_1_R/BasicLTI.xml I_1bb31b48-456b-3117-b6c2-fbba6e67abc5_1_R/BasicLTI.xml I_1bbe6399-da6f-4fa0-a3b9-25c3602fec51_1_R/BasicLTI.xml I_1bd9251e-d0ec-4110-85db-7143709bab6e_1_R/BasicLTI.xml I_1bee0265-40fa-3371-98b4-1c265aea72de_R/BasicLTI.xml I_1c16f399-232e-3d89-a43a-087fed45d620_1_R/BasicLTI.xml I_1c4c2689-6881-4edf-a2c6-ab15e587304d_1_R/BasicLTI.xml I_1d1d99a5-f48e-43ef-a225-7da9b0c58f25_R/BasicLTI.xml I_1d70b7e8-6fba-43cb-a96f-c2c737f965d0_1_R/BasicLTI.xml I_1d89af12-68af-49dc-b9b5-5f7db1b13ef2_1_R/BasicLTI.xml I_1dc0471a-4b7f-3c3e-bb85-491542515c6b_1_R/BasicLTI.xml I_1dc5558c-e644-3733-977a-37b90ba2fc13_1_R/BasicLTI.xml I_1e2707a8-5a2a-4548-adc9-e9f48ba48933_1_R/BasicLTI.xml I_1e482c9c-cbbe-3628-b715-6df6fabba82c_1_R/BasicLTI.xml I_1e8e33ac-cd2d-3be4-8347-2f7233c9ea31_1_R/BasicLTI.xml I_1e96c825-b59c-40e7-a3fd-ab03f3dc786c_1_R/BasicLTI.xml I_1e98c8d8-8bc5-45d6-902e-8a9835feef59_1_R/BasicLTI.xml I_1ec1c4d0-2c9b-4047-a175-8f4bd29437b0_1_R/BasicLTI.xml I_1f483ca8-925e-3a9b-bdef-2d9204ea7653_R/BasicLTI.xml I_1faefd20-8f32-40e4-a7b9-450cc14e3508_1_R/BasicLTI.xml I_1fb6f90a-05a9-3059-b30d-be4790945812_1_R/BasicLTI.xml I_1fc8528e-b1f3-3282-add1-8e0c343d0be4_1_R/BasicLTI.xml I_202a232e-bec1-3ac0-a99b-c14071be2677_1_R/BasicLTI.xml I_2073f8d6-bf5d-30f3-800e-22c69bc34abe_1_R/BasicLTI.xml I_212b2125-a480-3a6c-94f3-f9d3c18166c4_1_R/BasicLTI.xml I_219152ea-7b92-46cb-b9e0-4c5b39f9e40e_1_R/BasicLTI.xml I_21d55f18-7da6-4473-9e02-9ccef0abb53c_1_R/BasicLTI.xml I_21d5e313-f905-475e-bdcb-f931de62cc6d_1_R/BasicLTI.xml I_21f2226e-b812-409f-8005-cc4570a00c57_1_R/BasicLTI.xml I_21f82509-77da-4723-a5d1-4bf326cfc616_1_R/BasicLTI.xml I_22123b41-5c4e-4320-9c89-3e5739d3de2f_1_R/BasicLTI.xml I_22402842-d58c-40b0-ba0d-5d8998e7ae0b_R/BasicLTI.xml I_2244cd82-7d26-36b2-85ee-d6c7410760b0_1_R/BasicLTI.xml I_2247938b-68fb-4b4d-98db-34f666554de2_1_R/BasicLTI.xml I_22f52766-7661-3da6-8816-d1c8488ba0ff_1_R/BasicLTI.xml I_22f7e93f-369d-4471-9c6d-9fad9f9e6a92_R/BasicLTI.xml I_2371c9fe-ba85-4c8b-97da-d21122b9517e_R/BasicLTI.xml I_237219dd-242a-4f34-9f74-79d56d06ad9a_1_R/BasicLTI.xml I_2387f833-3649-3fff-8872-bd70d2d7d43d_1_R/BasicLTI.xml I_243c17b7-9c21-3971-84c9-3468ecd3b5e8_1_R/BasicLTI.xml I_245a6859-3677-3ebc-ba5f-f318c4ace583_1_R/BasicLTI.xml I_246d6cc9-46b5-32ae-b1c5-328b48e8addb_1_R/BasicLTI.xml I_24972d22-41ec-3065-845a-82793240a5b0_1_R/BasicLTI.xml I_24c976a0-6180-3eb7-a0f2-b0d072b3e6b1_R/BasicLTI.xml I_254f846c-14b1-4842-8191-52247fae827f_1_R/BasicLTI.xml I_2554b478-afc8-3c76-acf9-76bbe8026ff6_1_R/BasicLTI.xml I_2578387c-341a-3f25-8c86-51c00a7af9a1_1_R/BasicLTI.xml I_258fa4a0-c908-4689-920f-f276ac92a663_1_R/BasicLTI.xml I_259c3bd9-1c5d-45aa-b7e5-039de14e55a0_1_R/BasicLTI.xml I_25ce3454-53f0-31c8-9248-563af182d78b_1_R/BasicLTI.xml I_25cf8738-d4f4-42ca-9833-3e5a2e07a8f4_1_R/BasicLTI.xml I_2625cb2e-beec-4474-97e9-bacce50ca706_1_R/BasicLTI.xml I_26c39d41-25e0-4364-9079-b92b6f448917_R/BasicLTI.xml I_276d061b-a2ab-3cb2-90f5-6415737e4498_1_R/BasicLTI.xml I_27c17acf-2256-30bf-a706-c8cc9f80c7bd_1_R/BasicLTI.xml I_27fca962-d5e6-3fcd-9fd1-2a36720a8efb_R/BasicLTI.xml I_288c7943-c94f-4ee7-983e-2be033433962_1_R/BasicLTI.xml I_28d69215-ea68-491f-96ba-bf57114bf8cb_1_R/BasicLTI.xml I_28e1f7da-b5cc-4b11-8fca-10fb6dc458cf_1_R/BasicLTI.xml I_28fa69a0-fef8-3c83-9914-7ecab5b796c1_1_R/BasicLTI.xml I_2912083c-534f-3ad1-a2af-9b62e8576817_1_R/BasicLTI.xml I_294eb572-cb8d-3cd8-a306-35f420fe4216_R/BasicLTI.xml I_298d1072-9ef4-3bde-9742-dc00176aa1ea_1_R/BasicLTI.xml I_2a204d78-efa5-3895-b2bf-c00c9d555fd3_1_R/BasicLTI.xml I_2a8b938f-74b7-3519-a39d-996b796af386_1_R/BasicLTI.xml I_2aae80c5-6a10-413f-b2dd-f405c25b114b_1_R/BasicLTI.xml I_2b0a5e15-e8c1-44b5-8ab2-4a42252c8196_R/BasicLTI.xml I_2b111d88-ebf7-3c59-9217-f7822dfbe9f9_1_R/BasicLTI.xml I_2b645632-1785-4f13-9c2c-a2be8227022b_1_R/BasicLTI.xml I_2b732016-3b25-3d8a-b439-85a2c60b9ee2_1_R/BasicLTI.xml I_2ba7adb1-30e9-38f0-a598-22fd6b0c4fe9_1_R/BasicLTI.xml I_2bacb041-d8cd-3412-a214-1109ff3cb8de_1_R/BasicLTI.xml I_2bbed181-ecab-49ea-97f6-8209b0b2b635_1_R/BasicLTI.xml I_2bc56975-50e9-3949-92c1-5abc60eaef76_R/BasicLTI.xml I_2bf132cf-03f4-303e-bd92-8584081de131_1_R/BasicLTI.xml I_2c0b6d07-263e-3684-867a-994003850282_1_R/BasicLTI.xml I_2ca485d5-cc06-3f57-950d-a0d6d22a7616_1_R/BasicLTI.xml I_2cddfa27-ad05-4dc0-9110-eaa7b5e70773_1_R/BasicLTI.xml I_2cf376db-f848-4ed5-84f1-5c70144b2794_1_R/BasicLTI.xml I_2d37da7f-6855-4255-a12d-868baa13900c_1_R/BasicLTI.xml I_2d540270-2d4c-3b23-b5c2-8df957d10700_1_R/BasicLTI.xml I_2d85ac76-501b-44db-98a9-02f58aa5552a_R/BasicLTI.xml I_2da5ad9e-fd7b-47d6-b42d-e74a87533681_1_R/BasicLTI.xml I_2dc202cb-53bb-49dd-b439-1dc339f5628a_1_R/BasicLTI.xml I_2e5e6115-9f2d-3497-b749-c9beb7e2eeba_R/BasicLTI.xml I_2e646e31-4a0d-45c6-bf49-c181e81ef550_R/BasicLTI.xml I_2e682130-fd0c-4cc5-8b5e-65c1c6a5a2a9_1_R/BasicLTI.xml I_2e76a281-498a-4623-9847-b5f42d590af9_1_R/BasicLTI.xml I_2eb351a3-9632-450d-953a-18b87bae1919_1_R/BasicLTI.xml I_2eba9d5f-8710-43b5-81e0-8dd0aaeeee90_1_R/BasicLTI.xml I_2ecc6445-3d3f-39e6-8807-4fa50d19e24b_1_R/BasicLTI.xml I_2ef40099-1cec-4783-8469-d9875fbebe91_1_R/BasicLTI.xml I_2f325bce-1261-45e0-ba14-bc526d6906bf_1_R/BasicLTI.xml I_2f4221b8-e4b1-3f4c-9243-f30b18babfe3_1_R/BasicLTI.xml I_2f47dc5a-8741-4605-9752-36eef794d89f_R/BasicLTI.xml I_2f690f37-3f2a-4853-b15d-742e26c6786f_1_R/BasicLTI.xml I_2fc5657a-2557-4bce-b3b9-9543bfe5fbd1_R/BasicLTI.xml I_2fdd8ce4-6f25-4d75-b7a7-fb64f41c183b_R/BasicLTI.xml I_301c0e88-ca30-3c6d-b587-4589de555c1c_1_R/BasicLTI.xml I_302c469c-8101-4c60-89e6-219acb806780_R/BasicLTI.xml I_3071c1ce-adc7-430d-b20a-ed35d8c621d2_1_R/BasicLTI.xml I_30bc38f5-1ea4-41b2-9ff3-cc240d1d6aab_1_R/BasicLTI.xml I_30db72d0-30fc-4c77-928d-9886e54a6a58_1_R/BasicLTI.xml I_30e263a8-f4ec-4997-b9c2-97d25b63cde5_1_R/BasicLTI.xml I_3109239c-c4ea-4666-83ca-ab2f122f67a1_1_R/BasicLTI.xml I_312e0e30-15af-49c1-91ad-9a011f138dbd_R/BasicLTI.xml I_315f1e66-a070-3e54-bc18-e453f3742df3_1_R/BasicLTI.xml I_3167abfe-3913-47b4-b8a5-b68ebd66d80a_R/BasicLTI.xml I_3179b4fe-67f5-46e4-ad15-c505776dcf63_1_R/BasicLTI.xml I_319f6ddd-cb8e-4eed-9094-4b141e08fc12_1_R/BasicLTI.xml I_31d140ca-0928-4517-979c-64f6a5f3fcba_R/BasicLTI.xml I_31e6ed0c-52db-44db-9392-56010921863f_R/BasicLTI.xml I_31eba3c6-bc47-46b9-af61-bbce1129e650_1_R/BasicLTI.xml I_322817e9-38fb-35bf-96fa-c91fc31172da_1_R/BasicLTI.xml I_32c2017c-7d2b-4b8f-ab64-4a778d2957f5_1_R/BasicLTI.xml I_332f738e-313a-4a91-869b-cc49c3187364_1_R/BasicLTI.xml I_33480f78-3a87-47b8-8581-ca3196c50500_R/BasicLTI.xml I_337945bd-5929-4f79-b35e-0781e44dff90_1_R/BasicLTI.xml I_337e5075-f983-401f-8986-671649b16f17_1_R/BasicLTI.xml I_33f7b936-3562-45e6-b747-a6333bba422c_1_R/BasicLTI.xml I_342372ed-0e51-3ba5-897e-ef3d7989496a_1_R/BasicLTI.xml I_3483b88f-6052-4940-ac94-210455016355_1_R/BasicLTI.xml I_34f8aaac-92d2-477a-a45d-149c71b6f611_1_R/BasicLTI.xml I_3509cfd3-e9ff-41c9-8149-970f96877ebf_1_R/BasicLTI.xml I_35426c7e-db94-4f53-bf39-a438de9f1ada_R/BasicLTI.xml I_35586f84-4ed4-4405-b1fc-b474b627cc8e_R/BasicLTI.xml I_35689415-9f28-47df-a498-07c51cc5a7aa_R/BasicLTI.xml I_35b51621-fe18-4363-a3a3-6a680bbd5492_1_R/BasicLTI.xml I_35c7cfc0-42f1-4ea8-a04f-4a737c040bd9_1_R/BasicLTI.xml I_35e4a8e3-9305-3595-a0b6-762e1a3a3828_1_R/BasicLTI.xml I_36254eb2-6030-3fb3-8732-bcb37f7e72bf_1_R/BasicLTI.xml I_372e11f8-df4e-36ee-b824-8eb64a0c80fa_1_R/BasicLTI.xml I_37ee7c64-1d1a-40da-a3d7-74c6b2aa4b38_R/BasicLTI.xml I_37fb45a6-482a-42be-ac9f-28dd9ff8d1e1_1_R/BasicLTI.xml I_3843ed6a-407a-451f-8f0c-0ad529915f30_1_R/BasicLTI.xml I_3851716a-f746-384d-bd15-32715aaa9f81_1_R/BasicLTI.xml I_38892864-8b1f-30b1-acb8-2cae37a9f7f0_1_R/BasicLTI.xml I_388a342a-3999-498b-918d-b529281aeedd_1_R/BasicLTI.xml I_38b3182f-5971-48f1-aaae-7ab5f977950e_1_R/BasicLTI.xml I_395619df-cd03-4d28-8fc3-669f9b7b0c4e_R/BasicLTI.xml I_39dab1a2-994b-42b1-b174-573a64fc5796_1_R/BasicLTI.xml I_39ef7c5f-8d5b-41df-b34a-3d6caa620e1f_1_R/BasicLTI.xml I_3a01de6c-76e5-44b1-98c8-445ac80cadbc_R/BasicLTI.xml I_3a05e858-4679-3e4d-a1cc-0360509c6b42_1_R/BasicLTI.xml I_3a0cccc1-ed4b-4a63-85a2-c4fd785d3ca2_1_R/BasicLTI.xml I_3a2557bf-773f-4ddd-b111-dac26a184242_R/BasicLTI.xml I_3a4af09f-c067-35f5-9422-156c2245da6a_1_R/BasicLTI.xml I_3ad1d09f-df54-4176-894b-b5e86185d538_1_R/BasicLTI.xml I_3b09381d-43f3-380c-a8e0-6c97cb690724_R/BasicLTI.xml I_3b3740dc-a5f5-463e-b80e-359af929a748_1_R/BasicLTI.xml I_3b643c97-fe31-48f8-9d49-b6139b604218_1_R/BasicLTI.xml I_3bad37b5-2b9d-4905-a571-596cd0cf5d31_1_R/BasicLTI.xml I_3bd341cb-5949-47dc-a860-da5f952ba497_R/BasicLTI.xml I_3c1ad7b4-9c93-46df-b9a7-4f5b1b40143e_1_R/BasicLTI.xml I_3ca6dccf-4e01-4bfb-b4f4-2d50a19e2df3_R/BasicLTI.xml I_3cba59af-20d8-3b23-80d5-b1ff74016608_1_R/BasicLTI.xml I_3cd0aa8e-68c0-35ed-a385-7e31fabe890f_1_R/BasicLTI.xml I_3cdef169-39a1-49ab-8fb8-4166371a09f7_1_R/BasicLTI.xml I_3d2f2345-e23d-4a4c-b878-34e925b8973a_R/BasicLTI.xml I_3d56178c-f929-333f-81e0-ac04f7722c46_1_R/BasicLTI.xml I_3d63af41-b745-3fa4-ac5a-909a77fc662f_1_R/BasicLTI.xml I_3d9c8d9d-7cec-4723-9555-4a39914d638b_R/BasicLTI.xml I_3ddf9bd9-c73a-3c7a-9462-0996cf5b661c_1_R/BasicLTI.xml I_3df64fb6-e448-4476-828a-058785516f3a_1_R/BasicLTI.xml I_3e3b69df-7c1c-450e-bab8-385ffa77c90c_1_R/BasicLTI.xml I_3e6500ad-58b3-41b2-bc7d-a9997f2317bb_R/BasicLTI.xml I_3e8407dc-fbe2-38bd-b37a-b3301e1bb7a8_1_R/BasicLTI.xml I_3ee15523-0f16-3100-bf38-7362c3f99269_1_R/BasicLTI.xml I_3ef0a74b-efd1-32ea-a135-6dd601071b27_1_R/BasicLTI.xml I_3f29c8c4-a5a8-474b-aa40-0f8ffa37307e_1_R/BasicLTI.xml I_3f5a0280-2248-4348-8c3e-a8b8f05303b8_1_R/BasicLTI.xml I_3fcd839c-4678-30af-b607-272239da8268_1_R/BasicLTI.xml I_402bcc8b-d363-4c1e-a866-7fc727167154_1_R/BasicLTI.xml I_40344ad6-8898-4856-8e1b-052ac04d0e0d_1_R/BasicLTI.xml I_40462186-1a7c-3067-b766-4750456418ee_1_R/BasicLTI.xml I_4056fb81-ff1d-4df5-8c4e-39543b528c82_1_R/BasicLTI.xml I_405f933b-b452-4c59-bc35-22f2bb7287d3_R/BasicLTI.xml I_41082c71-b883-4fa9-8227-50fb81813d7e_1_R/BasicLTI.xml I_41181202-229d-38c9-a825-b021a6073655_1_R/BasicLTI.xml I_4153ea80-9c3a-44f5-be56-6b75f5c26790_1_R/BasicLTI.xml I_41a1ed6f-d80b-3914-bca7-03df20555c7f_1_R/BasicLTI.xml I_41b4c198-6f9a-3ab3-bf5b-f4fbfd961919_1_R/BasicLTI.xml I_41c5a638-4b3a-4762-b8cc-b1f89f2b07d4_R/BasicLTI.xml I_41f426cf-cb98-4a39-b0aa-3eaee336bfe7_1_R/BasicLTI.xml I_42048734-cc38-4297-802a-3ca55bbd8b95_1_R/BasicLTI.xml I_4210ef44-1d20-3b55-98a9-17ad10561108_1_R/BasicLTI.xml I_42ae1ac9-caa9-4c19-ac8b-96f38ebfa66e_R/BasicLTI.xml I_4333e748-143d-3151-84d7-470194c3863d_1_R/BasicLTI.xml I_43bf0e57-a76f-4546-a578-4e39e3345680_R/BasicLTI.xml I_44114619-e5a1-337f-ab04-f95add2e5b19_1_R/BasicLTI.xml I_44c13f6c-524e-316f-b47c-a7d914c37e52_R/BasicLTI.xml I_45696b98-5bda-4694-a933-65759adfbcdc_R/BasicLTI.xml I_45d9ac53-e864-3078-a549-f9fa92c5fe3c_1_R/BasicLTI.xml I_45f643cb-ce6f-47af-bc43-2124c3c50f5e_R/BasicLTI.xml I_479c7a5b-1202-4dad-8e15-471d3f75fdf8_1_R/BasicLTI.xml I_47beabb7-210d-3cb3-a406-825c73022802_1_R/BasicLTI.xml I_47ece66c-8fba-48a7-bb6b-f98f124f4e0e_R/BasicLTI.xml I_48067e41-7291-36fe-a5f9-7a10dbd88888_R/BasicLTI.xml I_482fb1d0-b8eb-3abe-b7ba-cbe0094e5bd4_1_R/BasicLTI.xml I_48b92c1e-542c-3bd9-ba95-a0662a385e6e_1_R/BasicLTI.xml I_48d03cb7-357a-47da-b091-4a22833e2c3e_1_R/BasicLTI.xml I_49c02dd6-7422-45d1-9427-342130cd9489_1_R/BasicLTI.xml I_49c36cb6-569c-32af-8318-66c90bcd372c_1_R/BasicLTI.xml I_49cf6294-08d0-3cfd-9b29-e8aa802b3064_1_R/BasicLTI.xml I_4a7ab373-38a9-39ce-9439-5843a8a56e5d_R/BasicLTI.xml I_4ab4fd7a-7ce6-3ed7-b659-cff5c7e36e30_1_R/BasicLTI.xml I_4ad861e8-a046-3566-bff8-21c84e2f912e_1_R/BasicLTI.xml I_4af868c6-b014-4f41-82f4-065d4ed98afc_1_R/BasicLTI.xml I_4afd46e1-f8c3-44e3-9907-c0636f008c28_R/BasicLTI.xml I_4b49cd34-2c92-3079-a8d6-a591fd276d1a_1_R/BasicLTI.xml I_4b4cee16-f9b1-4092-b17a-e2c0fe31c7db_1_R/BasicLTI.xml I_4b54fe90-ab6f-35ac-a5e7-50c2d8357277_1_R/BasicLTI.xml I_4b98b7c6-d316-312f-96e0-af08f072aee2_1_R/BasicLTI.xml I_4b9c9be0-33b5-3814-82c5-766e5329994d_1_R/BasicLTI.xml I_4bae8e94-168b-39ae-84d3-3b22353c8e11_1_R/BasicLTI.xml I_4c2bdcb1-c89f-3658-83cc-51eeb2537f83_R/BasicLTI.xml I_4c4a7717-dbde-3960-abae-19313691d2d3_1_R/BasicLTI.xml I_4ccd5de4-8053-3d18-967c-3655aae9e6d4_1_R/BasicLTI.xml I_4cd1ba00-4219-346c-8579-8c8b15110803_1_R/BasicLTI.xml I_4d142d89-594a-3ba2-9b43-699a49776533_1_R/BasicLTI.xml I_4d3a8d2d-a0c8-4cfb-be54-f68691bc06d1_1_R/BasicLTI.xml I_4dd727eb-f843-4931-971e-1c544eb4ceab_1_R/BasicLTI.xml I_4ddc5c67-b364-4742-9f9c-1f9ce102ef09_R/BasicLTI.xml I_4dfc5e51-3b49-416f-9659-8f42e42fea8b_R/BasicLTI.xml I_4e17549d-ed79-4786-a3d6-4d1ec95ff94d_1_R/BasicLTI.xml I_4e381592-d18c-3233-b2c9-bad6bd57da75_1_R/BasicLTI.xml I_4e541fff-f06f-428a-8698-e7b3ed7f3dec_1_R/BasicLTI.xml I_4ecf0184-dd78-3486-b052-77e0a7c94a54_1_R/BasicLTI.xml I_4ed5b3f7-6f25-4433-bc04-92a2bee4f383_R/BasicLTI.xml I_4ee04a31-b75e-4c0c-8f0e-203d86b2683c_1_R/BasicLTI.xml I_4f650adb-bbd1-3740-b8be-9d4c5a07201c_1_R/BasicLTI.xml I_4f6f7209-0645-44eb-8799-c9bfb7d74d2e_1_R/BasicLTI.xml I_4fbd9301-de61-31e4-9574-5fca276952dc_R/BasicLTI.xml I_4fdd1768-dc0b-3642-b3f0-84fadebeb906_1_R/BasicLTI.xml I_5047f139-5237-32a4-a4e8-b97b7e579261_1_R/BasicLTI.xml I_5087a1b7-8ec6-307d-b486-c6e39e73ba17_1_R/BasicLTI.xml I_50972152-d40d-3442-87d2-e4a8667f590d_1_R/BasicLTI.xml I_509aba98-a7b5-46d9-a78a-d735b024f39a_R/BasicLTI.xml I_50a7ef55-71b8-4676-ac2c-eea89f0faa22_1_R/BasicLTI.xml I_50aff5ca-e58f-411f-af39-1369a52cd24a_1_R/BasicLTI.xml I_50e0a016-9bd3-417b-b400-7fbf78961d85_R/BasicLTI.xml I_51377d9a-de68-4770-a6ad-d2f3d28f042f_1_R/BasicLTI.xml I_51692e2d-b5cf-48fb-9283-bb854f33f309_1_R/BasicLTI.xml I_5237cfec-21ce-4f4f-b548-a486642eba92_1_R/BasicLTI.xml I_523e873f-b1ea-382e-97fa-d5d66b0c8274_1_R/BasicLTI.xml I_52664897-2f0b-4917-899e-474e719dc2e1_R/BasicLTI.xml I_529db6b4-a22a-4af5-82f7-7670035cad87_1_R/BasicLTI.xml I_52ebd203-e49b-4e2d-ae4d-3cb30c0d7464_R/BasicLTI.xml I_539c6b12-bc2a-35ec-b0e4-32d92feeed84_1_R/BasicLTI.xml I_53ec585e-80a7-44ae-8a2a-1d3dad5ad77d_1_R/BasicLTI.xml I_53fc5998-4d5d-3232-bcd6-f4ac44e53dc5_1_R/BasicLTI.xml I_540f2e36-1923-319c-b2d5-9b4d2cddc0eb_1_R/BasicLTI.xml I_546c36a0-0e0d-4d1f-a268-bed16cc7af5d_1_R/BasicLTI.xml I_54d4588a-c440-3882-8ae8-091cb9bc02c8_1_R/BasicLTI.xml I_555274fb-636f-34f9-be70-2b69d0417c4b_1_R/BasicLTI.xml I_559863b7-8bf5-31d6-8bbb-0a92f6e614cd_1_R/BasicLTI.xml I_55bbe026-bbe9-3d74-9f40-a528c5cf1bbf_1_R/BasicLTI.xml I_55ce1275-c1ff-4534-b685-8e427d2d18fc_1_R/BasicLTI.xml I_5628904b-ebb9-4982-9862-74b427f124cc_1_R/BasicLTI.xml I_56527b63-9407-34b5-88f4-fe6ce6e0ade9_1_R/BasicLTI.xml I_567fd23a-99a5-3da5-ba89-40ecba97b92f_1_R/BasicLTI.xml I_5703197a-c6d8-49a0-b1ea-d15ab346aaf4_1_R/BasicLTI.xml I_57248ff2-6d37-4a49-b64c-6c33ccf5a311_1_R/BasicLTI.xml I_57afda75-26fc-4b3b-8326-07b833ab76a4_1_R/BasicLTI.xml I_57cc40db-b530-4e37-a877-03fb6e44fd82_1_R/BasicLTI.xml I_57fc5b93-941d-39a1-8cdd-0c0075557a54_1_R/BasicLTI.xml I_57fd08a4-0d7f-4409-a95f-6dcc631b90d9_1_R/BasicLTI.xml I_582cec6f-6439-4890-a4d5-17d0e7f4e153_R/BasicLTI.xml I_59462b71-af36-3667-84eb-cbbbfb47c310_1_R/BasicLTI.xml I_5956a10c-0f65-3afa-8331-e69aac488398_1_R/BasicLTI.xml I_597a437c-7e44-47b5-837a-937b64f77de6_R/BasicLTI.xml I_5985fe83-45a3-478b-96b0-792b17711964_R/BasicLTI.xml I_5994bb50-1e36-3c9e-8862-027dde3c9963_1_R/BasicLTI.xml I_59d0a5cb-d9f1-46f5-90c9-23fc475a6b66_R/BasicLTI.xml I_59d0e6c9-847f-4135-86fa-d05a23466c8b_R/BasicLTI.xml I_5a79e341-d7c9-3cc2-a409-cbb95d4d3e51_1_R/BasicLTI.xml I_5adfcad2-96f1-4d39-a6ab-444c43ac853b_1_R/BasicLTI.xml I_5b3045e7-6518-4f79-a869-d7ddf7364b5c_1_R/BasicLTI.xml I_5b97c160-c2d6-30c5-888b-18e5e9c29f49_1_R/BasicLTI.xml I_5baf2ca5-fcd6-3eae-abb8-b57eb393434d_1_R/BasicLTI.xml I_5bd8a687-f18c-35c2-9bdf-166a1a71badf_1_R/BasicLTI.xml I_5c18da44-665e-4d95-8d0a-98d9d3a592dd_1_R/BasicLTI.xml I_5c25f0ee-5415-3795-b7fd-d9578c6ef733_1_R/BasicLTI.xml I_5c262791-cb06-4d16-afc0-cba91b44d8fe_1_R/BasicLTI.xml I_5c2f022a-2563-370f-ba65-005c4adddceb_1_R/BasicLTI.xml I_5c485115-b54c-3fd9-818f-cf3c15bd0dca_1_R/BasicLTI.xml I_5cabbd41-ebe5-379c-9cf5-99f7c90255ab_1_R/BasicLTI.xml I_5cd6fba2-876c-4c75-97b0-51f19aa88d4c_R/BasicLTI.xml I_5cf58151-824c-3328-aa96-88e4f53e6a2f_R/BasicLTI.xml I_5cff373a-1b37-4c21-8373-22b16db65ffa_1_R/BasicLTI.xml I_5d44d4a2-9ca6-3886-b228-f0237b7132a4_1_R/BasicLTI.xml I_5d5f5249-ce0e-47b6-9e7a-188f10ede848_1_R/BasicLTI.xml I_5d7d08a8-b006-46af-8c85-113fe576d1cd_R/BasicLTI.xml I_5db9e970-7161-4d1d-a899-ef78b3e7a405_1_R/BasicLTI.xml I_5de45ea6-3d12-4016-9a7b-c01309c6083b_1_R/BasicLTI.xml I_5de87298-e011-3558-87c5-7af7589bf01d_1_R/BasicLTI.xml I_5e38fbf4-aeef-49c8-9ec8-899a4a5050ea_1_R/BasicLTI.xml I_5e397eca-99f0-393a-8b7c-8199d9dca2a1_1_R/BasicLTI.xml I_5e3f3d82-d619-309c-a1b0-343c269f62a2_1_R/BasicLTI.xml I_5e6f930f-395d-48ff-98cf-60d8d5282618_1_R/BasicLTI.xml I_5e851a5c-9d99-4414-86ac-fc4d09f1ecb6_1_R/BasicLTI.xml I_5e9b6651-d70c-3217-a817-00a7348e94c6_1_R/BasicLTI.xml I_5f391945-d6cb-4343-bbfa-5041be24d1db_1_R/BasicLTI.xml I_5f97e89c-45cd-3de3-8b2c-6225e48b61fe_R/BasicLTI.xml I_5fe4a75b-49e7-4685-9d03-bae1164e755e_R/BasicLTI.xml I_608928f0-1182-3f90-aca3-09a6cbc7f35f_1_R/BasicLTI.xml I_609627f7-a23b-3cd4-9be9-28fbea18af65_1_R/BasicLTI.xml I_60a2ca60-1799-47c2-8d11-c0f6f0065bbd_1_R/BasicLTI.xml I_60e32a2c-a008-4741-819b-7c9cf38a7247_1_R/BasicLTI.xml I_60e53580-35ed-4e18-b608-e3f18aa9bb5d_1_R/BasicLTI.xml I_60ef0b26-434d-3e36-9929-5cac3a707564_1_R/BasicLTI.xml I_610772d2-8557-477a-9f3d-6d85d4133c5c_1_R/BasicLTI.xml I_6153a646-2d81-4b17-a579-f38d79d2252b_R/BasicLTI.xml I_61a5a33c-ea4f-4ff4-83d1-11cc1801ab22_1_R/BasicLTI.xml I_61c91a65-5540-435d-a2a5-ff262690b041_1_R/BasicLTI.xml I_61d4349b-129e-36d9-bd5b-93b460188c47_R/BasicLTI.xml I_61e8d079-f2e3-4bf1-8414-d478eb542391_R/BasicLTI.xml I_623f0419-9f70-34df-9303-369b2904be30_1_R/BasicLTI.xml I_62d4683c-d9f6-4977-abef-d7526628ab81_1_R/BasicLTI.xml I_63155a2c-bbfc-43ea-be04-92935f9ac637_1_R/BasicLTI.xml I_63286a83-bd90-3c7f-8b12-835d514211e4_1_R/BasicLTI.xml I_6341a620-fb0b-317c-9ad2-1fdb0e5a0fe9_1_R/BasicLTI.xml I_639075e8-8328-3fa4-bd42-1d480e0da5b5_R/BasicLTI.xml I_639a00bf-f99c-314c-bcc3-bc07968277b1_1_R/BasicLTI.xml I_63e60517-ebdd-4c18-8861-9c62b6545490_1_R/BasicLTI.xml I_63f91c48-1cab-32c9-90f2-b1a622d60ee8_1_R/BasicLTI.xml I_64011115-e776-393b-bac6-f49124eec6a7_1_R/BasicLTI.xml I_647df8d6-9e71-40fd-9a03-b3e896f0aa0b_1_R/BasicLTI.xml I_6482b6b8-318d-4e6a-82f9-9cfea2c7ea1b_1_R/BasicLTI.xml I_64af67eb-a1ea-4c1c-b92d-588a5d2a0f17_1_R/BasicLTI.xml I_64db651c-a06b-4633-85e0-8b305f8dd6c3_R/BasicLTI.xml I_64fb7438-0ad4-3014-bd59-a19793e0f775_1_R/BasicLTI.xml I_65412cb2-dc8f-4880-bf1b-995034025a47_1_R/BasicLTI.xml I_6565cf60-02bf-30cf-bdd3-94cd9f759abc_1_R/BasicLTI.xml I_658c6a32-f068-3c47-bc0c-7c3d6aec3509_R/BasicLTI.xml I_65b444b8-751a-4192-95ca-c7616c0eb861_R/BasicLTI.xml I_66697266-8aff-48fe-8d54-c567f6d35462_1_R/BasicLTI.xml I_66b4e972-2cb3-45ee-b081-1bb3dc938e2b_1_R/BasicLTI.xml I_66b7ff63-882b-4e77-a3ad-ac33749bc0a9_R/BasicLTI.xml I_66e892c1-9931-483d-ae45-89151b44f09a_1_R/BasicLTI.xml I_66f28ebc-f916-3e38-9a98-0eace1db4a57_1_R/BasicLTI.xml I_6746e4be-c7f2-4a21-bf71-bfa916d4e1ad_1_R/BasicLTI.xml I_67d00877-6174-47d9-8a59-bc2c136e883a_1_R/BasicLTI.xml I_680b3b8e-0e15-4296-ac9b-eff6cf51c67c_1_R/BasicLTI.xml I_68aa5a27-759f-3e38-ad13-3cdb4e112b3b_1_R/BasicLTI.xml I_68b5f131-9dd9-4de6-b075-7da3992a9ac7_1_R/BasicLTI.xml I_68bf88a5-ea71-4bca-b1ff-d2b8573c2003_1_R/BasicLTI.xml I_693b1d23-a10c-4e79-bde2-6023677d7210_1_R/BasicLTI.xml I_6951ce23-b595-4506-91ad-73c52b5e8a31_1_R/BasicLTI.xml I_69c0851b-38fd-4b23-a3e3-a6a7bbd80563_1_R/BasicLTI.xml I_69c79aa2-239f-4fce-a166-a57db0ddbec7_R/BasicLTI.xml I_6a08cfdf-739f-381c-882c-ea0fe3b3a0bc_1_R/BasicLTI.xml I_6a71129a-828b-3d12-9db6-1a5a618687c6_R/BasicLTI.xml I_6a8df542-69ce-4603-9986-d57b1f1208c4_1_R/BasicLTI.xml I_6a8e9479-f504-36e9-a007-2037712958dc_1_R/BasicLTI.xml I_6a93701b-476d-4f86-8002-baa0ccea082e_1_R/BasicLTI.xml I_6a9cc60b-75b7-375b-8c31-9dc7211f395d_1_R/BasicLTI.xml I_6ac94bad-cc98-3d18-93aa-3efc65d2ec73_1_R/BasicLTI.xml I_6b340620-facc-4eb9-a7f2-ad246fed72ff_1_R/BasicLTI.xml I_6b7d601e-63b8-452e-a5cd-e97d1bf88f45_1_R/BasicLTI.xml I_6ba971c8-1b20-3b5d-a4b1-7d281cf53a8b_1_R/BasicLTI.xml I_6c674cfb-269b-35d5-87de-5a6386acec40_1_R/BasicLTI.xml I_6c74a63d-41eb-4a21-8442-35e70ca9e7d1_1_R/BasicLTI.xml I_6c8512ea-de36-3db1-8b51-08fd7a6f377d_1_R/BasicLTI.xml I_6ca3fcbf-e42c-3002-881b-d1a46c6255aa_1_R/BasicLTI.xml I_6d80f959-9ecf-4afb-b482-a65dba37883f_1_R/BasicLTI.xml I_6d81602b-b261-3fa1-80e5-4e6744a0412b_1_R/BasicLTI.xml I_6d9584e0-2498-47aa-9ccb-3961292f365e_1_R/BasicLTI.xml I_6dc3c9ec-ffd2-31bd-9299-c00f040801c0_1_R/BasicLTI.xml I_6ede1e8e-67bb-4263-9728-ad9339a7bd90_R/BasicLTI.xml I_6eff968f-25ce-373b-ab65-c209ac8fa4fd_1_R/BasicLTI.xml I_6fb7deac-28f0-32a3-87ed-6e61790b1e73_1_R/BasicLTI.xml I_7006c12a-d0ab-4232-81fe-fb48e6853ec4_1_R/BasicLTI.xml I_70856744-1d46-3564-ba51-c8661cc3af8b_1_R/BasicLTI.xml I_70ff9793-fe59-4381-af3d-39816f6f170e_1_R/BasicLTI.xml I_71317e7f-2475-459c-9ab9-d4b2c5fff9a6_1_R/BasicLTI.xml I_7138b7d7-e52c-4236-a04d-ef245926cad7_R/BasicLTI.xml I_7164548a-d16e-425b-92df-b3e8d28dc583_1_R/BasicLTI.xml I_7183dbe5-2845-3d65-b833-e2ea3396c438_1_R/BasicLTI.xml I_7192bb2d-d387-3e0e-a73e-047adbc9a3ce_1_R/BasicLTI.xml I_71a355a7-ef7f-43db-974e-dc62dacb0b4a_1_R/BasicLTI.xml I_71d98d2e-2b40-32e1-96e0-1536109291f2_1_R/BasicLTI.xml I_7208b47d-07ab-3767-8ec3-79a86d4abe0e_1_R/BasicLTI.xml I_72666ed1-5ec7-429a-b660-163d11bb6779_1_R/BasicLTI.xml I_7270d1e4-6bfa-3b3f-9099-335e50f3656b_1_R/BasicLTI.xml I_7298b466-a551-44df-9538-baef8c8d24c3_1_R/BasicLTI.xml I_72b0ce7f-f9a1-474a-9981-6f6d47b5dd8a_1_R/BasicLTI.xml I_72b268af-b23f-43b5-a8f0-496ef328087b_1_R/BasicLTI.xml I_7339f76e-dac7-3547-96d2-87c54269561a_1_R/BasicLTI.xml I_73712c14-58ae-41d9-a6ea-953119b38d18_R/BasicLTI.xml I_73806f33-0374-3346-baf8-578f619e5ee7_1_R/BasicLTI.xml I_73d394ef-5040-3379-9cdb-38d2ae941138_R/BasicLTI.xml I_745805a9-c702-35fb-846a-647b33455351_1_R/BasicLTI.xml I_7462e2e5-20d2-4f97-b0df-ce20153efa55_1_R/BasicLTI.xml I_7482066e-2ab6-4e42-a815-63a65909a79d_R/BasicLTI.xml I_74fc5e5b-7937-3e6d-a7d2-11e848db849c_R/BasicLTI.xml I_75256011-8428-351b-8bf6-571aaac201cc_1_R/BasicLTI.xml I_7538c3e0-62f2-4c34-93e0-b5b7b22dffb0_1_R/BasicLTI.xml I_7570bd4e-2d01-4bc5-89b9-b645ece08654_1_R/BasicLTI.xml I_759ce446-bbef-4b5c-80ea-7fabd3e257ef_1_R/BasicLTI.xml I_75aa64e7-05ad-461a-a3ab-fab56b82bafa_R/BasicLTI.xml I_76128050-6532-3d2b-820b-cdec392aebbc_1_R/BasicLTI.xml I_763a9509-24f8-4189-bb10-dadd0da57cd3_R/BasicLTI.xml I_7673e0aa-8fce-3fee-9180-a8b0bfdee34c_R/BasicLTI.xml I_76a6fd8f-9732-4819-90d0-7180247bf539_1_R/BasicLTI.xml I_76a913e1-5e2f-3bf1-8390-18b2eb01db88_1_R/BasicLTI.xml I_77d8137f-773f-303d-88ad-0ac7188017aa_1_R/BasicLTI.xml I_780c006a-b4fd-3e8a-a99c-c62a85521b78_R/BasicLTI.xml I_795f030b-4cfd-4f4c-acec-b50b82bdbfbd_1_R/BasicLTI.xml I_79945842-7699-45fb-8a17-6ecc73b2d194_1_R/BasicLTI.xml I_79be019d-98c5-4653-af69-a440762d5027_R/BasicLTI.xml I_79d65287-88d8-40d9-9587-811be292728d_1_R/BasicLTI.xml I_7a639571-d778-440e-8a4f-a05ad47a04dd_1_R/BasicLTI.xml I_7a7c1e6b-4591-31eb-b4df-3523135bb176_R/BasicLTI.xml I_7a91b24e-e4c0-4087-a16a-937a9f4a3d7d_R/BasicLTI.xml I_7a997195-7bfc-3d18-a3d3-4aa6252efdd7_1_R/BasicLTI.xml I_7ab68a72-e56b-3bc7-82a3-1bf715115a25_1_R/BasicLTI.xml I_7adb1d7f-482f-37ee-aa8b-f96142104a77_1_R/BasicLTI.xml I_7aef5bb4-ba7c-4a0a-bd93-86b5f65a0cfa_R/BasicLTI.xml I_7af4bb74-b172-4eca-942d-1a05fbd99841_1_R/BasicLTI.xml I_7b06292d-24e9-3f22-a674-9170d7c1b8a8_1_R/BasicLTI.xml I_7b19a24d-5fec-4c85-93c0-e07064b7fad8_1_R/BasicLTI.xml I_7b51ad1b-c490-4250-aed2-d4451551c848_1_R/BasicLTI.xml I_7b821f02-c5aa-3093-8437-2f35bf0b332e_1_R/BasicLTI.xml I_7c5ec5d9-30db-3a30-b6fe-e5a6f4387813_1_R/BasicLTI.xml I_7c7e26e5-e646-3a11-a62e-e2037de9bc5b_1_R/BasicLTI.xml I_7cc0d79d-592b-4620-91f2-7ac020eee552_R/BasicLTI.xml I_7cc155ef-fb40-3390-af07-ed1ff9fdbdd9_1_R/BasicLTI.xml I_7cc94328-566b-43cf-9458-21e2ecefa776_1_R/BasicLTI.xml I_7d53e940-b9ba-303c-9043-78ff62468283_R/BasicLTI.xml I_7dbcea67-cc1e-4e70-8812-7d9052362554_1_R/BasicLTI.xml I_7dfc93c4-d693-496c-986f-923aedc686c0_R/BasicLTI.xml I_7dfe37a8-7acf-39b8-bb77-5e951439c219_1_R/BasicLTI.xml I_7e2608e8-6eb1-3468-8d10-31c9e49747d1_R/BasicLTI.xml I_7e3f009f-2962-32fc-bebc-bf0ded0fc9b1_R/BasicLTI.xml I_7e744267-202b-39ab-b202-7e2075e68e3b_1_R/BasicLTI.xml I_7e7e36f6-4dcc-4a96-b48e-8aff1e34f3c4_R/BasicLTI.xml I_7ed27b48-cced-3e54-9dac-82472b2028cf_1_R/BasicLTI.xml I_7eebb11c-1a5b-3602-9c58-f33727e1762a_1_R/BasicLTI.xml I_7f191fe2-4f01-4718-aabe-9a3856fbb5a7_1_R/BasicLTI.xml I_7f586a0b-3d4f-3b07-8dc0-5b1fb5276fe4_1_R/BasicLTI.xml I_7f5cb390-2b7d-461f-88fd-9e6fc12bdf4d_1_R/BasicLTI.xml I_7f717713-c20c-35c5-9539-d85b4a15c330_1_R/BasicLTI.xml I_80002a75-90c4-4ad6-8e46-e45861d5b118_1_R/BasicLTI.xml I_803d7a19-c388-3690-9495-09092333c1c4_R/BasicLTI.xml I_80a60c5c-e0a3-3fd8-8bcf-f342ccef45e8_1_R/BasicLTI.xml I_80ae16b5-a6d7-3b44-9269-d82ebc541770_1_R/BasicLTI.xml I_80e7df82-363c-3073-958c-bae19f690bfb_1_R/BasicLTI.xml I_80f825c8-750c-4cea-8fb1-c55df7c7e4c0_1_R/BasicLTI.xml I_80ffdd6d-fdb3-32e1-852a-48e2433ec279_1_R/BasicLTI.xml I_810221d4-f69f-3bd6-92e6-ea219a916491_1_R/BasicLTI.xml I_8104b37d-5afa-4b17-b227-0a001eba5fa5_1_R/BasicLTI.xml I_815c36d5-2a68-4a60-9b0e-21338edbc0ba_1_R/BasicLTI.xml I_81b5aed3-a38b-4ce8-825e-6efd4ee0a481_1_R/BasicLTI.xml I_81e952bf-ead0-4deb-9d02-d37ef42ea415_1_R/BasicLTI.xml I_820c4d34-ec2e-39b5-8514-0f164dc19a18_1_R/BasicLTI.xml I_820d73fd-8d73-3752-91ff-8da30472a052_R/BasicLTI.xml I_827a4f16-5f0b-3b28-aca6-9137b6d1b882_1_R/BasicLTI.xml I_8282d31c-4bf6-4cf1-839b-271e15bcf9d7_R/BasicLTI.xml I_82cab51a-bfe7-4bf5-a243-bd64643a9496_1_R/BasicLTI.xml I_82cf47a8-afaf-3528-b75b-0ec0efb30978_1_R/BasicLTI.xml I_82d603c2-be2f-4bc2-b93e-ed0b4a5cd120_R/BasicLTI.xml I_82eecd8e-b178-38fd-97c1-00bcea19d842_1_R/BasicLTI.xml I_833fb9a2-e72e-3d30-aba6-f4f4bc096322_1_R/BasicLTI.xml I_8351a28d-f684-44d3-8e98-9dae4ef5c3aa_R/BasicLTI.xml I_83584659-8338-3cdc-98d1-005fcf5f371b_1_R/BasicLTI.xml I_8391d454-5315-3009-82e6-0d18b74b106d_1_R/BasicLTI.xml I_83d9ed49-6156-30a5-a11d-f692637cb647_1_R/BasicLTI.xml I_84390bfd-a7b3-33ce-9e2d-2c51caac13df_1_R/BasicLTI.xml I_84b3fbe9-cac0-4ae5-a096-4655cac8bf61_1_R/BasicLTI.xml I_84e5f04c-ba3e-359a-bd73-6fafea81f384_1_R/BasicLTI.xml I_855845fc-4bfd-4bda-b82b-8ab37a7f2b94_1_R/BasicLTI.xml I_8559159b-3012-42d8-a087-a6712af7a672_1_R/BasicLTI.xml I_857a1086-70d5-3f4d-a2b9-ce5675460b8e_1_R/BasicLTI.xml I_85c47173-36dc-3ec1-9c59-197605878b75_1_R/BasicLTI.xml I_8638e835-573e-38eb-af86-8fb632be0922_1_R/BasicLTI.xml I_863bad31-479c-4f59-8733-5b7c7a8f464c_1_R/BasicLTI.xml I_8664c751-062a-4bc2-860b-dbc872bd6e77_1_R/BasicLTI.xml I_867f7a65-ec7d-4b35-9b83-98632c3b8c8b_1_R/BasicLTI.xml I_8688be50-adba-446a-b016-c8ba74854eee_1_R/BasicLTI.xml I_868b7cfe-3a3e-38b0-a63f-3798af10361e_1_R/BasicLTI.xml I_86a27607-2fea-3ea3-9e72-b0c3577cc01e_1_R/BasicLTI.xml I_86d2c4d7-4fe9-4a66-86e4-0aeb2733e008_1_R/BasicLTI.xml I_86d8716f-0571-4b4f-b3ba-bebd7f017035_1_R/BasicLTI.xml I_87310048-6248-3ec7-8edc-b8cefe6e7bd8_1_R/BasicLTI.xml I_877293ac-09d2-4b1c-b31b-5af87f45287c_1_R/BasicLTI.xml I_8811857f-1ed0-3203-9edf-78d0cfd38e16_1_R/BasicLTI.xml I_88769eb1-29bf-341d-9bda-9b80b61a872f_1_R/BasicLTI.xml I_88788276-3f1e-414f-8dc3-7f8e2a8695bc_1_R/BasicLTI.xml I_889e5063-66a0-3d7d-8163-483fe0663e83_1_R/BasicLTI.xml I_88db6114-d634-49f5-a7b7-c9b6e1d3e168_1_R/BasicLTI.xml I_8947459c-0d03-463c-b8c4-053d1add9d61_1_R/BasicLTI.xml I_8970dce2-8583-462d-85f0-c04a5e626079_R/BasicLTI.xml I_89e578a9-08f2-3331-b3d8-e2f08882bbe0_1_R/BasicLTI.xml I_8a01747c-fc02-307f-9896-e5ddd72c5788_1_R/BasicLTI.xml I_8a5dcead-257b-4d22-93be-34778fab2ee2_1_R/BasicLTI.xml I_8abc2d70-f44d-4577-b027-f8f473d51651_1_R/BasicLTI.xml I_8b639edf-7c74-4b0c-ab1c-6372d7a32f3a_1_R/BasicLTI.xml I_8baaecd6-c6ae-4453-b5be-15c52c67584b_1_R/BasicLTI.xml I_8c2ee224-8d3b-47d9-be0a-5d4eabc46cbf_1_R/BasicLTI.xml I_8c364b4d-e1d4-4da9-93f0-33d76ae7cfaa_1_R/BasicLTI.xml I_8c9b37d1-7051-4f24-8f8d-c60c0a1f7cb7_1_R/BasicLTI.xml I_8d18e39b-074b-4152-8362-08d61828ab8f_R/BasicLTI.xml I_8d43418b-24f4-32d7-9ac9-f801d22e9342_1_R/BasicLTI.xml I_8dabf1d6-9c91-46a3-8df1-7f7de8b9ad5b_1_R/BasicLTI.xml I_8dc53a44-24bd-3d3a-82ae-cff44cc162f1_1_R/BasicLTI.xml I_8decd00c-5c38-4fbf-9ef0-3cb8edd8987c_1_R/BasicLTI.xml I_8e01a07e-e2ef-4a80-9acd-40d355160a53_1_R/BasicLTI.xml I_8e2f794d-e999-304a-aad9-af626ad1c9e8_1_R/BasicLTI.xml I_8e3e1dd9-18ff-4ffe-9892-0469c05fc1f9_R/BasicLTI.xml I_8e4e3bae-3c36-4a89-a322-55f4f032da19_1_R/BasicLTI.xml I_8e68a22b-78ae-3dc2-9269-ceb09fcef92a_1_R/BasicLTI.xml I_8e7adb27-358b-494c-add1-18496260afba_1_R/BasicLTI.xml I_8ecc3cd9-55eb-3d01-ac4b-b0de30b03cbc_1_R/BasicLTI.xml I_8ef3883b-edf1-4c4b-bcf3-57fc5dba6656_R/BasicLTI.xml I_908367eb-ab69-4ad7-8794-fb064f1869f9_1_R/BasicLTI.xml I_909feb33-039b-49ec-a231-b1a6622b0d38_1_R/BasicLTI.xml I_90c540b9-6eaa-32fb-8990-e71946d3bdaa_R/BasicLTI.xml I_91282426-cbb7-3bc8-a2dc-ad68a482169b_1_R/BasicLTI.xml I_914eadc1-01e1-30af-b6cc-1b6dc77e761c_1_R/BasicLTI.xml I_91c615e9-8d5d-4cf9-b06f-f10bf8d94c17_1_R/BasicLTI.xml I_91d66d57-f1cf-4aea-8d98-00f8fef5a2de_1_R/BasicLTI.xml I_92148d84-3222-37f0-afd9-ce1aa6e97a90_R/BasicLTI.xml I_921c720e-1091-416d-88f2-a5191aab531e_1_R/BasicLTI.xml I_926babb2-73fd-4c17-998a-9937b9bbe77b_1_R/BasicLTI.xml I_93295982-fee3-4a04-a860-15372c2fdb43_R/BasicLTI.xml I_932bd3c0-94e0-35fe-aef4-98b525ff50f0_1_R/BasicLTI.xml I_933985bf-27bb-3dd6-abe1-af4ad57edb98_1_R/BasicLTI.xml I_9352bea9-7007-375e-b425-b6b690cd298c_1_R/BasicLTI.xml I_93cfa116-229f-4fc3-b1d3-f2dbe1cc4341_1_R/BasicLTI.xml I_93d5a932-ac85-4ac4-843d-b77a74b54b25_1_R/BasicLTI.xml I_9472f38c-d813-3eb9-b2b9-ec30afeac709_1_R/BasicLTI.xml I_9485b1bd-f4b4-3927-ad18-442c8763bdc6_1_R/BasicLTI.xml I_94e721a0-a024-4545-a8d1-eb252b26033d_1_R/BasicLTI.xml I_94fa20c4-8e90-466e-9da0-6394315cd9eb_1_R/BasicLTI.xml I_954938f3-e8bf-3ba4-a06f-9500d7aef2de_1_R/BasicLTI.xml I_957ff9de-d41e-49b0-9c67-5f169260aa44_1_R/BasicLTI.xml I_95983ef8-80ab-47e9-b4c3-6f3f65c39436_R/BasicLTI.xml I_95e2a631-d792-3da3-abb1-8f3097889b08_1_R/BasicLTI.xml I_95fc99ed-c49e-32f4-a0ea-528e3f029efb_1_R/BasicLTI.xml I_964d63fc-fc21-4501-8f43-43a1a867bb90_R/BasicLTI.xml I_965ffd12-8443-4c2b-948f-602cd1240769_R/BasicLTI.xml I_966d960f-14d3-45f1-82f6-bb779493be8e_R/BasicLTI.xml I_96936733-bb7f-31f7-987e-0144e8204027_1_R/BasicLTI.xml I_96fea46e-418d-4155-ac42-09ca4e592343_1_R/BasicLTI.xml I_9762770c-58c3-400f-928b-1f7b70f13754_R/BasicLTI.xml I_97a3dae8-f430-43c0-bf0a-07b404fc245e_1_R/BasicLTI.xml I_98af18c0-127c-335f-927b-44c40208b13d_1_R/BasicLTI.xml I_98ddc17b-796c-479a-b43a-13a1757fe064_1_R/BasicLTI.xml I_98ee8f82-a19b-319d-9298-1c3e54f4032a_1_R/BasicLTI.xml I_991cd85f-45e1-455e-a4e5-01903b3c33a0_1_R/BasicLTI.xml I_9933d89b-4a63-4b39-bfd6-064f434012de_R/BasicLTI.xml I_999b4d6e-2b60-4c4b-8c7f-0153765bdf69_R/BasicLTI.xml I_99c19f5a-c2fa-4bae-810d-11b743177749_1_R/BasicLTI.xml I_99c30e9e-c011-4692-bf0a-02e730065fb6_R/BasicLTI.xml I_9a34ce86-d989-367f-986b-c6ea7fe6f67c_1_R/BasicLTI.xml I_9ac6edcf-ed00-3dcc-b825-9bc87ffd1de5_1_R/BasicLTI.xml I_9ae284f1-5077-367f-a72f-dc431d58e675_1_R/BasicLTI.xml I_9b224bb7-9a29-41e4-93ae-a1e3e0f7be4b_R/BasicLTI.xml I_9b3575cf-056e-4086-bf5b-4e03dd232a7a_1_R/BasicLTI.xml I_9c0383b6-f372-4b35-9ac8-bd855e6e0d00_1_R/BasicLTI.xml I_9c2a2884-f53c-353b-875e-e26e0c112ee8_1_R/BasicLTI.xml I_9c68f460-1fef-33c8-9bfa-e2d5515a56e0_1_R/BasicLTI.xml I_9d4bb07a-a759-4861-9cd1-5bf2e93e9396_1_R/BasicLTI.xml I_9d52c283-cacf-327e-8ecc-53d1fb160156_1_R/BasicLTI.xml I_9d954bc4-bfdd-4cd3-9b45-fe04cc9048fa_1_R/BasicLTI.xml I_9dd5462c-a829-3154-a8d7-58f0fd7e0d8b_1_R/BasicLTI.xml I_9ddfa3dc-d870-4e8f-b982-4d1c80a6349c_R/BasicLTI.xml I_9e42afaf-6b14-39e6-998c-792646dbd277_1_R/BasicLTI.xml I_9e8b0d0a-03de-35c7-883e-f088411c7636_1_R/BasicLTI.xml I_9eefef05-6dc7-33e4-a054-61dc157f321d_1_R/BasicLTI.xml I_9fc4941a-88bc-46f4-a7fb-4e23432b3f5a_R/BasicLTI.xml I_a06af487-cc65-4722-96c5-08a14c4339bb_1_R/BasicLTI.xml I_a07831fc-5f5c-34d7-b6ec-0d9045a27fd7_1_R/BasicLTI.xml I_a08af773-8d5f-3db2-af55-04bd3dbe7b36_1_R/BasicLTI.xml I_a1086bf5-441f-4c7f-b577-071a133d38a9_1_R/BasicLTI.xml I_a147141a-2819-33d3-bf8d-73be366e0e47_1_R/BasicLTI.xml I_a18860f3-0d22-48b5-9562-45504fe36c83_R/BasicLTI.xml I_a1d656a9-d342-36b1-8a53-0352674a456d_1_R/BasicLTI.xml I_a229d701-31b0-4a9a-87f9-b130e4cf8ba8_1_R/BasicLTI.xml I_a25f2f0f-b106-4f46-908c-2a8f8cc8c16e_1_R/BasicLTI.xml I_a345e1cb-eeec-3aac-95df-59c76239eeb0_1_R/BasicLTI.xml I_a3897dea-4df0-3d9f-ae5e-222e1ce39746_1_R/BasicLTI.xml I_a4261a65-7252-389c-9159-91ee94037087_1_R/BasicLTI.xml I_a505e2eb-68e1-40d0-89dc-bb1c9449b671_R/BasicLTI.xml I_a56bb018-e038-42b7-b45d-ed6b92c64616_1_R/BasicLTI.xml I_a56c1b5b-5d0e-49e5-8182-23e0189edbea_1_R/BasicLTI.xml I_a57225ab-d8c3-3edb-9eba-1cbb2335a83d_1_R/BasicLTI.xml I_a573034d-6cd0-4ea8-9a9a-486b7e318917_1_R/BasicLTI.xml I_a65679fa-ce4e-3b33-9d40-e130f2ac5dcc_1_R/BasicLTI.xml I_a6af1c4a-4f1b-426b-9c9e-6c64fdec9a26_1_R/BasicLTI.xml I_a6c0144a-f2ef-31d3-8279-6b0e687dfe19_1_R/BasicLTI.xml I_a82c1a45-2d2c-45c9-8219-ab7fdb72b842_1_R/BasicLTI.xml I_a85544c6-be11-4916-a9fc-2e37877a5898_R/BasicLTI.xml I_a8617d60-ac49-30e5-9935-4d10219a7d10_1_R/BasicLTI.xml I_a8882687-19f9-42ca-ac75-c73618ec5b8b_1_R/BasicLTI.xml I_a8f3da76-9a48-4a2d-9934-8b32ecfe0263_R/BasicLTI.xml I_a947cb73-fe41-416d-affa-977eb66f6e98_1_R/BasicLTI.xml I_a957e64f-ecd2-4745-88b0-2be82035f789_1_R/BasicLTI.xml I_a960469b-0c93-4017-a842-c47b44aa7538_R/BasicLTI.xml I_a98dbc7d-b82f-391d-9ca9-15ae28e569a5_R/BasicLTI.xml I_a9be70e6-8421-3731-8a1d-dc564302308f_1_R/BasicLTI.xml I_a9c3c9b8-7eac-4c0e-a3d6-0f986994ca3b_R/BasicLTI.xml I_a9cbab9c-2819-38e9-9401-85574045a2a2_R/BasicLTI.xml I_a9ed1831-0622-3a8b-a405-39f95b0b1ff4_1_R/BasicLTI.xml I_aa13c720-28aa-3be4-a9e2-8d07791c15bf_1_R/BasicLTI.xml I_aa4a7cd9-6867-3a2e-952b-b040e6c4051f_1_R/BasicLTI.xml I_aa502678-9fe6-3f98-8902-4341e0768923_1_R/BasicLTI.xml I_aa973dd0-2972-3d2f-8a62-47ac7c17b015_1_R/BasicLTI.xml I_aa9f62c6-3c47-4e0c-a04f-bd25dad6be1a_1_R/BasicLTI.xml I_aabc7492-280d-36e3-9a61-490dfb4ed765_1_R/BasicLTI.xml I_aac607ad-6ae5-3303-9ac7-5780a2e7ebcd_1_R/BasicLTI.xml I_ab1c2261-512f-4494-81e3-c9b71bb006bf_1_R/BasicLTI.xml I_ab1fa1c6-6c92-3496-8727-adaf69b70d28_1_R/BasicLTI.xml I_ab28fcf1-bbb1-3a72-a186-6bab78bcb855_1_R/BasicLTI.xml I_ab2ae851-ca00-3750-9515-58d419d57f76_1_R/BasicLTI.xml I_ac0ad320-eb3b-4990-8769-1cfc9e189cca_1_R/BasicLTI.xml I_ac302b85-e823-3b69-ba10-7cd577ad1b12_1_R/BasicLTI.xml I_ac5d8cd5-d7c6-460d-a9b7-5f8fbfa06bf9_1_R/BasicLTI.xml I_ac627e17-4e22-353d-a52f-a29f5f3758a2_1_R/BasicLTI.xml I_acffa516-c6c6-329e-b8bd-3be827041bbe_1_R/BasicLTI.xml I_ad580026-f4f7-4594-8842-71d655f23be0_1_R/BasicLTI.xml I_ad94a5c9-2cf3-47a8-9337-3602ac2a7f0e_1_R/BasicLTI.xml I_addab5a5-2c57-41f9-83ea-8a4d4372c1ed_R/BasicLTI.xml I_ae260e0c-2325-3ea2-b198-8591a5b8513e_1_R/BasicLTI.xml I_ae3b58d3-a39a-4446-a0a1-292c317c9009_1_R/BasicLTI.xml I_ae487398-fdd2-48fb-8093-1acdab9642dc_R/BasicLTI.xml I_ae51dc9f-80dd-40c6-b798-871668996411_1_R/BasicLTI.xml I_ae5d0215-77b3-3149-96c7-e528be3ca0c5_1_R/BasicLTI.xml I_ae6c1310-d78b-335f-89d6-675dc1f499d8_1_R/BasicLTI.xml I_ae92a5c2-d3a5-36e2-9c97-e0413c97173d_1_R/BasicLTI.xml I_aefd2061-7497-4236-80d1-3725a3fb9d68_1_R/BasicLTI.xml I_af20434f-b5e8-39d1-abda-25d59db262a1_1_R/BasicLTI.xml I_af60e046-e152-3b8d-a9fc-6260751b8220_1_R/BasicLTI.xml I_af6dae47-d01e-3e25-a99d-75837a82aa28_1_R/BasicLTI.xml I_af96f9a5-1821-367e-a6d6-9fefb75ac07d_1_R/BasicLTI.xml I_afc7314b-5a36-41b0-85b3-c7b0055abbf6_1_R/BasicLTI.xml I_afd4a52e-4364-4e88-8505-d368863df558_1_R/BasicLTI.xml I_afeb7e98-9484-49d2-bbe2-7231935d23e3_R/BasicLTI.xml I_b02ac03f-fc93-4f95-8231-afb2c2508cd1_1_R/BasicLTI.xml I_b0a437bc-cd8e-4ce2-adc8-3bbdff91f70a_1_R/BasicLTI.xml I_b10a9274-eb73-4407-82ad-c3840fe5ed44_R/BasicLTI.xml I_b15e385d-d824-415d-b986-acab072c556a_R/BasicLTI.xml I_b25f4d1f-6819-4ca9-8edd-9f50b931046a_1_R/BasicLTI.xml I_b3090edd-cb9f-4c81-8c9e-15339d544839_R/BasicLTI.xml I_b3094974-3b53-3872-86ef-eda0d412b36d_R/BasicLTI.xml I_b30dd828-6852-461c-b8cf-eba2b85967b5_1_R/BasicLTI.xml I_b3168822-54a5-3ec3-a50e-a3d0332d0b62_1_R/BasicLTI.xml I_b337aa17-5f3c-424a-b02c-271ef58f2c17_1_R/BasicLTI.xml I_b36d57ca-a6aa-3ea3-81db-7749667b14af_1_R/BasicLTI.xml I_b39be8c2-9b7d-3821-a20f-9e28956fba68_1_R/BasicLTI.xml I_b3c2eece-03fe-3c42-ba45-9e77e22736ff_1_R/BasicLTI.xml I_b49ef280-1ea9-3447-92c5-ad1cc1a9a9d7_1_R/BasicLTI.xml I_b54a0686-a985-30b8-bfad-96e1e6371bf4_1_R/BasicLTI.xml I_b572963d-e54e-3856-bb8b-9d15a75f65b6_1_R/BasicLTI.xml I_b5fae8eb-0be4-49e6-9d89-5a909b494c4b_1_R/BasicLTI.xml I_b6807075-8ac5-4ee1-867e-b1ba7feaa5d2_1_R/BasicLTI.xml I_b69d7980-1b9c-3d36-bb1a-c4753dc1ed58_R/BasicLTI.xml I_b6c64cd0-01d6-4928-9a52-77144baabcfe_R/BasicLTI.xml I_b6ec0a4b-5a00-439a-90e1-a5a17afd6c6f_1_R/BasicLTI.xml I_b6f2949f-b286-4e71-bd59-a105179e6764_1_R/BasicLTI.xml I_b7321ec6-c1ce-3d00-90dc-de085cfca1db_1_R/BasicLTI.xml I_b762e640-23ea-4a16-81b1-171967d420f0_1_R/BasicLTI.xml I_b776e210-e8f8-3693-9ec0-f05b8baef84b_1_R/BasicLTI.xml I_b79b94a8-2ff0-31e2-b54c-a956efcdfe0d_R/BasicLTI.xml I_b7b2db07-15b2-4822-91ef-147d4353875d_1_R/BasicLTI.xml I_b7dc54de-3907-3beb-8c65-cdbe648a49de_1_R/BasicLTI.xml I_b7e72a81-7fa0-4f37-b5a2-185852be3b79_1_R/BasicLTI.xml I_b83beaad-3936-4d25-b46c-7fbe08ac9cf1_R/BasicLTI.xml I_b8898aed-c0ec-3962-9c6c-ae3e0a63be53_1_R/BasicLTI.xml I_b8aa242e-cdbf-4800-bada-2cd0dcfa0ef6_1_R/BasicLTI.xml I_b8b2f550-5f37-4ec5-b7bb-8ffc545fb892_1_R/BasicLTI.xml I_b8b4aa31-a1d7-3d77-9fc2-03cdbe8f32b1_1_R/BasicLTI.xml I_b8c05be6-d86f-4d90-992c-533a369f6900_R/BasicLTI.xml I_b91e3b3c-8f8c-3b6f-989b-fcfd2dad7909_1_R/BasicLTI.xml I_b91ea469-b82c-3450-bd0c-16bab9c5eda9_1_R/BasicLTI.xml I_b95ad8fc-a497-39af-8458-b03b312fd2ad_1_R/BasicLTI.xml I_ba6cb840-89cf-4caf-a995-a5cdf8386c57_1_R/BasicLTI.xml I_baef4e5c-8921-324c-8728-12bbfb712cfb_1_R/BasicLTI.xml I_baff6e35-088c-309b-b7f1-bda7f8a31f6d_R/BasicLTI.xml I_bb845249-9197-3026-8067-693f2c9c3d68_1_R/BasicLTI.xml I_bb852956-b3fd-49e5-85e3-8f66795b899d_1_R/BasicLTI.xml I_bbafc589-9405-327d-8f8b-fc0141bdf6fc_1_R/BasicLTI.xml I_bbbaac61-afe2-39a2-81bc-8f896f6a6979_1_R/BasicLTI.xml I_bbd707f4-a7b9-47bf-97b5-83681fbc4a25_1_R/BasicLTI.xml I_bc493d3b-052b-4da6-ad2c-a2812ab0a05f_1_R/BasicLTI.xml I_bc651e65-dbb4-4f0b-8149-e1b91ddf0139_R/BasicLTI.xml I_bc7401f6-cd97-367a-8b04-fde79fccda67_R/BasicLTI.xml I_bc7997f3-9c34-3027-b507-95b3cc2fa92d_1_R/BasicLTI.xml I_bc8d730e-1227-48e2-b9e0-f0d930073fdf_R/BasicLTI.xml I_bce351de-243a-3ea3-b5f2-f6b4df26ea94_1_R/BasicLTI.xml I_bce7d580-8878-3589-b534-de9439795cca_1_R/BasicLTI.xml I_bce9023b-94e3-43b5-be17-7d3271590e2c_1_R/BasicLTI.xml I_bcf1ca11-dcf8-4491-9a1a-161a7928cc47_1_R/BasicLTI.xml I_bd15d3e6-bd4d-42bc-b063-e5dab446fa65_1_R/BasicLTI.xml I_bd661f54-a14c-32e5-ad1f-0a9b43cb8f3a_1_R/BasicLTI.xml I_bdda35c4-a468-4fa1-a723-ddbc39666f8c_1_R/BasicLTI.xml I_bdf3041e-5a7d-31d2-87b5-4d373f819d12_1_R/BasicLTI.xml I_be5676e7-351e-42fe-a20a-03d540d12130_1_R/BasicLTI.xml I_beaaff96-ddce-43b8-8503-61bfaf76f299_1_R/BasicLTI.xml I_beb3243b-568e-34b6-908c-ce8d1ec1310b_1_R/BasicLTI.xml I_becf28db-64a5-32c0-a2b6-7d40821847b2_1_R/BasicLTI.xml I_beff5cbd-b915-4099-ad80-a62a90636b4c_1_R/BasicLTI.xml I_bf446899-3c7f-35a3-8fea-67a552acb1eb_1_R/BasicLTI.xml I_bf8b8f04-040c-3e2f-90f0-050f7eeb95e1_1_R/BasicLTI.xml I_bf97c252-78fa-3885-b686-e6d67305c8cb_1_R/BasicLTI.xml I_bfc7ca08-9300-4643-a275-6f74178a3353_1_R/BasicLTI.xml I_bfc93991-2f52-3bba-add7-9594318b5b44_1_R/BasicLTI.xml I_bff16eb6-3808-4dd1-8ff0-a7e0b9eba674_1_R/BasicLTI.xml I_c00ded34-6d2d-4fc2-82a3-0f2514275595_1_R/BasicLTI.xml I_c025247c-ccf5-4a03-a5d9-cec365c7aaf8_1_R/BasicLTI.xml I_c0879c98-f8f2-3bed-9c4a-0cdd980018e8_1_R/BasicLTI.xml I_c0fbc497-5264-3dbc-bd28-046953489f35_1_R/BasicLTI.xml I_c1114b05-691b-3720-aede-81caf2176ebb_1_R/BasicLTI.xml I_c119be69-6545-4c84-afbf-4de74cfced6a_1_R/BasicLTI.xml I_c174afc1-3d09-41a5-adfc-0de36449bc32_1_R/BasicLTI.xml I_c26ed4bf-b068-46d2-a637-bac460a19d29_1_R/BasicLTI.xml I_c26f7617-e4ed-3d40-9039-e176a56e15f8_1_R/BasicLTI.xml I_c29c9e33-64e5-4fcd-8688-93deb7b7d7f2_R/BasicLTI.xml I_c2caeba2-bf3b-4ce0-a54c-20c56166b86c_R/BasicLTI.xml I_c30092d3-0795-37db-a5b4-057be3301c4b_1_R/BasicLTI.xml I_c3377a48-c351-4d7e-abb3-112e9e558d7e_1_R/BasicLTI.xml I_c34e84b8-4cf6-43b8-b110-e7347490c225_1_R/BasicLTI.xml I_c3514fc4-e689-39b2-9fce-69bf51676141_1_R/BasicLTI.xml I_c48612a2-f8a0-3ced-8a37-7ed875833a48_1_R/BasicLTI.xml I_c498d5cd-308a-3880-93b6-901ac69ee25b_R/BasicLTI.xml I_c4aedab2-4679-3f1c-b2bd-9ad8512e097a_1_R/BasicLTI.xml I_c4c6c3cc-947d-4bc0-ab49-277bbdac660a_R/BasicLTI.xml I_c519486f-c268-4eee-b6df-2861f0f36d72_1_R/BasicLTI.xml I_c558f46f-60f3-4c81-9e52-5c6d64b04557_1_R/BasicLTI.xml I_c5917b6c-d2f6-36c0-a46a-f6029355326f_1_R/BasicLTI.xml I_c5c3ad99-10c2-4b66-a961-e920578acbc6_1_R/BasicLTI.xml I_c6126026-b47c-3f6a-af53-263a4ad56067_R/BasicLTI.xml I_c6229aad-b9f4-4966-91be-c927c60d01c1_1_R/BasicLTI.xml I_c66b60db-f844-3667-bfe9-4d55015e1de2_R/BasicLTI.xml I_c6b4384a-160a-3b5c-9981-3c2a40ca0756_1_R/BasicLTI.xml I_c6bde0e7-d057-493c-96fc-6bf6c7b13217_1_R/BasicLTI.xml I_c6d59ae6-5bf6-43fd-9a8c-1e2d688e8d0b_1_R/BasicLTI.xml I_c6f8c746-c5e6-37fe-886c-4e94e598143b_1_R/BasicLTI.xml I_c72f5fec-70e7-38cc-9646-d0cd636fd4f8_1_R/BasicLTI.xml I_c731c1b7-563e-4a93-a576-d15de8b41584_1_R/BasicLTI.xml I_c7866121-c243-4519-8a7f-732b64a5db4a_1_R/BasicLTI.xml I_c7b37af4-8a73-3bfc-a4c0-2f410e7d7d48_1_R/BasicLTI.xml I_c89e1d28-d429-3bd3-b511-320c3fa87fb8_1_R/BasicLTI.xml I_c8a2e33a-99b1-439c-8d75-cb8916518359_1_R/BasicLTI.xml I_c8ee1ba4-0bba-4904-bdc5-9019a0c4d966_1_R/BasicLTI.xml I_c8f20ec8-be6d-4955-b313-d134623d0deb_R/BasicLTI.xml I_c8fb3715-ff6c-4936-a3c3-a0b8feef1f83_R/BasicLTI.xml I_ca01ede5-4914-458b-ac1a-35a3bee26d5c_1_R/BasicLTI.xml I_ca12c348-3891-4f22-b187-5461bd123600_1_R/BasicLTI.xml I_ca1e8345-1f60-3c0f-9ef0-c9b89df73ff4_1_R/BasicLTI.xml I_caad51c1-a56a-3f05-a001-9b9d24db2913_1_R/BasicLTI.xml I_cb56b5c7-81d9-4561-a80f-a3dd0f197c7b_1_R/BasicLTI.xml I_cbf8d82b-fcb8-4cbe-a86f-e45ab6482ef1_1_R/BasicLTI.xml I_cc1a3c23-d723-45ff-a1dc-3abb2e955a57_1_R/BasicLTI.xml I_cc4079d4-ff91-4f55-a4eb-26a1cb8d24a1_1_R/BasicLTI.xml I_cc9d8688-a41f-47c8-bf34-a7b03c28d444_1_R/BasicLTI.xml I_ccd4f30a-d947-354d-9a08-8091b3c156d1_1_R/BasicLTI.xml I_cd0c6b05-6661-4f70-9224-ba073a420859_R/BasicLTI.xml I_cd6fc5a8-f4f9-43a4-8cf0-5c0c5dac889c_R/BasicLTI.xml I_cde50221-b3e5-3a4a-bb0d-64faee98df96_1_R/BasicLTI.xml I_cde58c5b-76fe-3135-968e-334e79bad903_1_R/BasicLTI.xml I_cdfc50c0-380b-4238-ae02-9ef9832d1f6e_1_R/BasicLTI.xml I_ce13a830-8cfa-462b-9522-460066d4597c_R/BasicLTI.xml I_ce140972-98cb-4081-97b3-172e3533ff44_1_R/BasicLTI.xml I_ce2f3645-23cc-4417-bfe7-ad62186874da_1_R/BasicLTI.xml I_ce7bdb5c-529e-3b0e-9d06-74c465418a1e_1_R/BasicLTI.xml I_ce9cc5bf-6007-3beb-9d8b-ba2b8094277b_1_R/BasicLTI.xml I_cecf84eb-88cd-3565-8a98-d7324c906084_1_R/BasicLTI.xml I_cf0c9c35-7b18-3b43-bdd5-48d818bc3921_1_R/BasicLTI.xml I_cf12e6c9-7c17-3f91-8e19-b00b11eb0391_1_R/BasicLTI.xml I_cf4aa913-fe2c-4968-8303-b71d74be24c6_1_R/BasicLTI.xml I_cf60fe06-6bfd-486f-8fd5-70aad579e958_R/BasicLTI.xml I_cfb91c47-f477-3d8b-8c4a-9f6dfa892dd2_1_R/BasicLTI.xml I_cfd1db26-9c3f-3f10-97b1-301ba7f9a128_1_R/BasicLTI.xml I_cff084b5-75d0-3de7-91eb-621b8f71331a_1_R/BasicLTI.xml I_d0171f66-06da-3caa-aeba-ba9869268523_1_R/BasicLTI.xml I_d03c0e89-08d8-488c-a80b-b0869728d6d3_1_R/BasicLTI.xml I_d04f900b-a3a8-3656-a4cd-ef59306d469c_1_R/BasicLTI.xml I_d0723057-1d12-30de-9d39-4c726399378e_1_R/BasicLTI.xml I_d0a8e824-1d23-386c-999e-a0779c0032b0_1_R/BasicLTI.xml I_d0f2d671-4a35-3528-803c-b7cae007ad72_1_R/BasicLTI.xml I_d1040c75-abd7-4841-aae5-74cbc9dbf984_R/BasicLTI.xml I_d14b00f7-37ec-4861-89fb-a995a00631c6_1_R/BasicLTI.xml I_d1561907-9805-4798-96e5-4bd2cd3783a7_1_R/BasicLTI.xml I_d1a31c28-6ad4-3d78-92ab-aedf4c439b15_1_R/BasicLTI.xml I_d1c482ae-90cd-317e-ba49-a19e657eb6b6_1_R/BasicLTI.xml I_d1dc82ac-4931-4c49-88f7-92eafb9eb368_1_R/BasicLTI.xml I_d262b426-932e-41dd-b743-d066929c2363_1_R/BasicLTI.xml I_d26e2211-0e9b-3086-9914-fbee6a08d0e7_1_R/BasicLTI.xml I_d281ed0f-3022-450c-8772-17db622e8713_R/BasicLTI.xml I_d324d06c-c92a-464f-a316-0c586c2fcfdb_R/BasicLTI.xml I_d38da869-83b7-4ad2-a4f7-81a05190e6aa_1_R/BasicLTI.xml I_d39f86be-b041-3cc3-9875-939189f99aa3_R/BasicLTI.xml I_d4072aa9-e187-3fe5-859c-c7f56d40f705_1_R/BasicLTI.xml I_d48635be-5095-378e-8655-9c68bda80b85_1_R/BasicLTI.xml I_d49ba25b-bdfc-311b-bafc-651d15f99744_1_R/BasicLTI.xml I_d4d0afe2-c8d2-499e-b6f9-04f8f089c811_1_R/BasicLTI.xml I_d515490a-5c86-322b-98b1-9c6e867c6c63_1_R/BasicLTI.xml I_d53caa0b-54c7-44f0-a57d-5508b3dc0f7b_1_R/BasicLTI.xml I_d58148b1-392c-38d8-8225-a823d9a48d62_1_R/BasicLTI.xml I_d59e18fc-4a15-47ec-a669-a1e02f015017_R/BasicLTI.xml I_d5a76eb3-6b67-3e8e-9b98-9b05c602a20c_1_R/BasicLTI.xml I_d5ec3606-e218-3ff3-b07e-d0ddab681706_1_R/BasicLTI.xml I_d5ed138c-d7d4-3c09-9bfb-751b552a4ae0_1_R/BasicLTI.xml I_d61e6160-159b-476e-bcc4-1c3c2925bd6d_1_R/BasicLTI.xml I_d663da2c-0131-3190-b6c5-1faa891825e2_R/BasicLTI.xml I_d6c325dc-9c58-4c85-8c9e-1dcf2ca1b649_1_R/BasicLTI.xml I_d6d340de-08c4-43ee-8daa-088233f44000_1_R/BasicLTI.xml I_d6f235bf-a03f-4860-ab6e-090c3edb891f_1_R/BasicLTI.xml I_d6f67b99-dc8b-4633-8a81-2423b63015c9_1_R/BasicLTI.xml I_d798cc86-2a79-4682-bafa-6ea6ccf52fff_1_R/BasicLTI.xml I_d83f2642-88c5-35f7-a716-85fbbcdfc88f_1_R/BasicLTI.xml I_d84a108d-bf04-4381-b258-17d118b35f3e_1_R/BasicLTI.xml I_d875304b-f42d-4542-aaeb-1a9419a66038_1_R/BasicLTI.xml I_d8aea896-afe9-3ad9-a02c-635eaf8593bc_1_R/BasicLTI.xml I_d8c6a0a9-ffdc-465f-a089-37d1e67fd66c_1_R/BasicLTI.xml I_d8f86856-2c37-4757-a689-12ac87dd6c78_1_R/BasicLTI.xml I_d9048fc7-0bfa-4b82-a49a-4d48c16bec86_1_R/BasicLTI.xml I_d954be9b-d94b-3c1f-9b01-09335011b932_1_R/BasicLTI.xml I_da1908bd-a220-43e7-b813-9c027d761307_1_R/BasicLTI.xml I_da1d31d6-86a7-494c-9c64-b0e41f296e8f_1_R/BasicLTI.xml I_da4d9710-61d7-442a-aa6b-46f45317986b_R/BasicLTI.xml I_da879045-9dc9-4b16-8dd5-75c47deaccd4_1_R/BasicLTI.xml I_da9c25d1-f75f-48e8-9f3d-b74f8efb1ad2_R/BasicLTI.xml I_dad231bd-4d81-3425-8e5b-fde48f81cb3d_1_R/BasicLTI.xml I_db52d856-97b3-4698-8f9d-712f90695585_1_R/BasicLTI.xml I_db7179f6-a227-3969-8649-728fcd7276ee_1_R/BasicLTI.xml I_dbaf6410-72fc-3679-9a3b-8b3a4674c59e_1_R/BasicLTI.xml I_dbb7611c-ee77-3278-8774-e065fb3e5c77_R/BasicLTI.xml I_dc7dd2b8-09b9-35d4-9cdb-bb1f38d1c410_1_R/BasicLTI.xml I_dcce3fff-6724-30ed-81c4-21c1448e86bd_1_R/BasicLTI.xml I_dcde6fdd-b798-4153-9f9e-f1b02f3ae1f2_1_R/BasicLTI.xml I_dcec1c9d-1ea3-4f9f-b859-a7e55f522d9d_1_R/BasicLTI.xml I_dcf6b9c3-75d7-4e04-9a4d-fcf805194496_1_R/BasicLTI.xml I_dd6b406c-2c4d-3627-8491-565814eb9f15_1_R/BasicLTI.xml I_dd9dd940-e980-38c4-add3-ed04deb79ffd_R/BasicLTI.xml I_dda35e19-f950-474c-8d39-0962b220041c_R/BasicLTI.xml I_dde4cfff-740d-30eb-bf5a-b94ed1315ed8_1_R/BasicLTI.xml I_ddf9d9aa-d2ab-46b5-b773-cb305811a376_1_R/BasicLTI.xml I_de10fcb3-e90d-32c6-b022-3308bb0ab0ea_1_R/BasicLTI.xml I_de1fdb0a-fa08-3df3-8067-1cfbdfb21f33_1_R/BasicLTI.xml I_de2eda7f-4b16-4b58-9dd3-f6e04df202eb_1_R/BasicLTI.xml I_dec9f759-9d97-327b-9e31-6baf4b11a2ea_1_R/BasicLTI.xml I_decdb9e8-9a20-4135-b45c-5bb67e4c7d53_R/BasicLTI.xml I_dee5224b-b2a2-3155-b2de-5763ef5361bb_R/BasicLTI.xml I_df1d585a-f82f-459e-974d-1a678ccdd06d_1_R/BasicLTI.xml I_df686815-2202-33aa-aabd-81b7b87f81ab_R/BasicLTI.xml I_df8db2eb-a32d-41e8-bc37-a8c53e9072bf_1_R/BasicLTI.xml I_dfccaa7e-5584-4260-bfea-eea37af4240c_1_R/BasicLTI.xml I_e0985de0-b3da-3803-99bd-22319f3896e4_1_R/BasicLTI.xml I_e0e51bb7-e983-32d1-87d5-ef7df5bad2da_1_R/BasicLTI.xml I_e113bf37-b34a-4acf-91ac-4a4454199341_1_R/BasicLTI.xml I_e1b8ab94-5f39-44bd-855a-530599dbde3c_R/BasicLTI.xml I_e1e886c9-f1e9-3eb7-942e-8d35dbb90b2e_1_R/BasicLTI.xml I_e1ea5766-1f7b-40b4-ac54-d9d89521ae3f_1_R/BasicLTI.xml I_e24325f9-7298-32b5-8ffa-85a752d1151b_1_R/BasicLTI.xml I_e25178ee-26ce-47cd-ad6f-9f233165531b_1_R/BasicLTI.xml I_e26227d5-fe9a-4bde-a72e-fce39bb73b8f_1_R/BasicLTI.xml I_e27694e9-2f24-3999-ac41-3f6361a32dae_R/BasicLTI.xml I_e2857457-475c-4e34-b8e9-907b172d7fdc_R/BasicLTI.xml I_e2918873-2509-478e-a821-75ad909e5032_1_R/BasicLTI.xml I_e29ed537-a9d7-4551-9219-88ff24891155_1_R/BasicLTI.xml I_e2e553c9-4f33-4b28-9bae-342acfd9ae44_1_R/BasicLTI.xml I_e2ef7179-00ce-4be4-bc78-b6d3cbb4a212_1_R/BasicLTI.xml I_e3c292c1-da26-4c30-81be-a249cadc3800_1_R/BasicLTI.xml I_e3e91fa2-be8d-36b9-b41c-b262b6525680_1_R/BasicLTI.xml I_e3f18c25-f764-3991-9861-d072a1467e2d_1_R/BasicLTI.xml I_e44f3bbe-cf73-3dab-a59d-e11ae56459ea_1_R/BasicLTI.xml I_e53104e8-5e30-40a8-a566-b6249b054be4_R/BasicLTI.xml I_e5623e8a-a763-325b-9a5b-88dfc5189033_1_R/BasicLTI.xml I_e5928d9e-804f-4ebe-81b3-349dda2339e7_1_R/BasicLTI.xml I_e60cb6a5-bfc5-32fa-983b-1ddf7db599dd_1_R/BasicLTI.xml I_e6632788-29da-4908-88e4-752d5bb427ae_1_R/BasicLTI.xml I_e6650631-f699-4e3f-b50b-80f1cedbc1d1_R/BasicLTI.xml I_e676649c-c18a-334c-b0f4-7c9419340abf_1_R/BasicLTI.xml I_e6ecd5ce-7220-4470-81a5-701d8ac40a97_1_R/BasicLTI.xml I_e707b00d-be80-4107-81e6-38a79bffe00d_1_R/BasicLTI.xml I_e72aeba6-25bf-393c-9bc1-885d7117c7cf_1_R/BasicLTI.xml I_e738e69f-e9c6-496f-ac59-45ddd43df484_R/BasicLTI.xml I_e74bf4ec-056a-4a75-8a5d-b8cc5788a110_1_R/BasicLTI.xml I_e7531e4e-fda0-415e-95fc-f70c3bcac75b_1_R/BasicLTI.xml I_e774ff67-24f2-4887-94ab-335372f8b52c_1_R/BasicLTI.xml I_e7cfdc81-cb32-3fbb-be14-1751e49b11dd_1_R/BasicLTI.xml I_e7f3f024-1988-415c-8fac-bf6766c3bfab_1_R/BasicLTI.xml I_e8a3a096-5987-43e3-a084-2b539f183d0a_1_R/BasicLTI.xml I_e8e80154-7c01-3783-b3ba-efb62e6ccc68_1_R/BasicLTI.xml I_e93a0372-5cf6-4afd-9e19-747f6a6265bc_1_R/BasicLTI.xml I_e94a9b48-3a07-48e5-a5b3-b3a78eb42007_1_R/BasicLTI.xml I_e985fd5e-006d-3a1f-ba9c-65844d0db661_1_R/BasicLTI.xml I_e98e997c-db50-4d38-9228-cc9482742ab6_R/BasicLTI.xml I_e98f3619-1a9c-3dc7-8cd8-27779a9dd970_1_R/BasicLTI.xml I_e9b5bf9c-7fdd-3f56-ac70-5de5c26e1000_1_R/BasicLTI.xml I_e9c5c4f7-83f5-360c-9262-2951a3daac2c_1_R/BasicLTI.xml I_e9c61cf7-f81c-40f5-93ad-731ff5fc6d56_1_R/BasicLTI.xml I_e9c882f6-ece0-3c0b-8b9f-6bbe5a3fd205_1_R/BasicLTI.xml I_eab9795e-197e-39b1-947c-e2683d811e62_1_R/BasicLTI.xml I_eabc85d2-dec5-4b4d-98c0-886f85bde01a_R/BasicLTI.xml I_eb51fe0d-4099-484e-a985-c3d85b0227da_1_R/BasicLTI.xml I_eb65f7c4-94de-3b96-9ead-de1c72d9030c_1_R/BasicLTI.xml I_eb6dd79a-8a6c-433d-864b-9883f3917575_R/BasicLTI.xml I_eb88d71f-2a41-37c3-8479-ab61e8265f3e_1_R/BasicLTI.xml I_eb8f632f-0134-4752-8ee5-7ebe3f035396_1_R/BasicLTI.xml I_ebcb3e64-18b2-3044-9551-f04f7ef39f1f_R/BasicLTI.xml I_ec08e2f0-cc54-329a-af94-9786e41a3c3f_R/BasicLTI.xml I_ec11a51d-286d-3db3-a27e-3bcf26f362a6_1_R/BasicLTI.xml I_ec50bc79-1ac3-4069-8d92-3aecdb14e5a8_R/BasicLTI.xml I_ec564fb1-b1d3-46e7-9997-619d2c9f1a73_R/BasicLTI.xml I_ed02602a-f648-3e86-948b-d41ca6fb0cb0_1_R/BasicLTI.xml I_ed1a62eb-6be2-3fe1-898a-21a67488ed1f_1_R/BasicLTI.xml I_ed8bbbf4-dbe5-3c2c-900b-5b67d82ed7d1_1_R/BasicLTI.xml I_edf828ba-f8e8-3f86-9306-14c70c91df65_1_R/BasicLTI.xml I_edfaa8b3-bad0-4058-bef9-76d307a1ed8c_1_R/BasicLTI.xml I_ee11c02c-78c0-4c86-8f13-7a012716af63_1_R/BasicLTI.xml I_ee3fe488-20cb-4397-a6c3-dc1cc5d6d6d6_1_R/BasicLTI.xml I_ee4cffc5-d26f-4735-9cdc-f587ab2930ef_1_R/BasicLTI.xml I_ee6fc166-cb47-33b7-bfc0-29f329609d04_1_R/BasicLTI.xml I_ee8b92a6-a1a6-3e51-88a9-30d7dad00d28_1_R/BasicLTI.xml I_ee930c98-e217-39f4-a40f-b9b35fcef048_1_R/BasicLTI.xml I_ee9400fe-e95e-3070-b592-3435787d5b49_1_R/BasicLTI.xml I_eeba54cd-d5f9-46c8-adcb-f419e46fa941_1_R/BasicLTI.xml I_eee52998-9d50-3938-80bc-9815457ba49a_1_R/BasicLTI.xml I_ef946356-5aa3-46bc-a5d9-9f56df252704_1_R/BasicLTI.xml I_efa1a32a-aecc-4c46-bfda-aa745b8e3846_1_R/BasicLTI.xml I_efae2c81-aa54-42b9-a7a4-da2fa071ac3c_R/BasicLTI.xml I_efc08642-2625-43ec-a3f5-390e0309790f_1_R/BasicLTI.xml I_effce13f-9bf9-4203-ae12-4f87c08826a8_1_R/BasicLTI.xml I_f032f29e-7942-4749-b6e7-4d433416bc33_R/BasicLTI.xml I_f03699b3-64dd-44a7-b1e0-bfb31859db2a_1_R/BasicLTI.xml I_f05c18da-59ef-4f68-bbee-6c0e17846e75_1_R/BasicLTI.xml I_f1390f0a-44c1-3f78-b335-d978d3b8cda5_R/BasicLTI.xml I_f172a436-144b-4407-87b5-327ee911d0cf_1_R/BasicLTI.xml I_f17efc76-9b70-4c4f-befc-45eee71c58d1_1_R/BasicLTI.xml I_f183133f-8bc7-4fa1-8286-7afd7ca87edc_1_R/BasicLTI.xml I_f18c373c-4edf-41c0-9a3b-8bff5b628992_1_R/BasicLTI.xml I_f18da5c8-58a9-487c-9090-99a66138a6e7_1_R/BasicLTI.xml I_f196d120-f22b-3b7c-b1ac-30e1989465c0_1_R/BasicLTI.xml I_f1b14580-2fce-3b08-8946-5ea0c501c3f7_1_R/BasicLTI.xml I_f1d0e948-d96b-4df6-aac9-b2ec2f5617a4_1_R/BasicLTI.xml I_f1fb0762-e728-4de5-8f11-cd2d51c2618a_R/BasicLTI.xml I_f227205f-a2dd-32dd-a69d-5e44921efa1d_1_R/BasicLTI.xml I_f26c6583-bab3-4616-9e49-e307b22fe609_1_R/BasicLTI.xml I_f2ce2dd1-1d5d-4802-bda2-20d6efbfd84c_1_R/BasicLTI.xml I_f3f425ae-056f-4932-a5a1-0d449f2a986a_R/BasicLTI.xml I_f3f64a5e-dbfd-364c-ac42-7b735d323e2a_1_R/BasicLTI.xml I_f3ff2a7d-32e1-4029-baee-f086e0c3d03e_1_R/BasicLTI.xml I_f42d6c32-09fa-3795-934a-574f5baa9187_1_R/BasicLTI.xml I_f433b71b-87b0-40f8-9535-b75420bc2a54_1_R/BasicLTI.xml I_f453162f-31a1-47bb-903c-1eccc1c2fb8c_R/BasicLTI.xml I_f4904381-79ff-49eb-8cc1-361844b29de7_1_R/BasicLTI.xml I_f499907a-4dc9-3db6-9479-73e1b37c9d6f_R/BasicLTI.xml I_f4d008e7-db72-4dba-bac6-e472c78f15b9_1_R/BasicLTI.xml I_f53900f0-871f-32e4-ba15-35d12c2aa22c_1_R/BasicLTI.xml I_f55b67aa-81ea-4b7c-b97c-80762092f75c_1_R/BasicLTI.xml I_f5a86ba5-8152-39ed-8bcc-33a8d2595b04_1_R/BasicLTI.xml I_f5ae8f1e-cbc5-467b-824a-484f089f78e8_1_R/BasicLTI.xml I_f5f89aff-b445-4bb8-a13a-4366985c1537_R/BasicLTI.xml I_f661c398-9915-4291-9aad-b73c19b9af81_1_R/BasicLTI.xml I_f69585ce-0247-4aa3-baa9-25f8defd6351_1_R/BasicLTI.xml I_f6e36238-41b4-4179-8dc6-744bbad5954d_1_R/BasicLTI.xml I_f704990e-126c-445d-8b34-f9b0a71dfc1b_1_R/BasicLTI.xml I_f7caeb70-377b-4cc5-ab72-fb1c6f6e7f31_1_R/BasicLTI.xml I_f7f5ddaa-ac4e-3af3-a2aa-6a0871c46e9a_1_R/BasicLTI.xml I_f83b12aa-673d-49bd-9243-b2b0d23c5d47_1_R/BasicLTI.xml I_f85360d3-b08d-3fc4-a955-f8a523320aa1_1_R/BasicLTI.xml I_f88b1c3c-443f-49d8-b16c-702d639e9190_R/BasicLTI.xml I_f8af6002-f543-3569-8593-a11327bfc13c_1_R/BasicLTI.xml I_f8b5f345-6bf9-3fde-a8b5-984c1037326b_1_R/BasicLTI.xml I_f8fdf945-7c76-458d-b72e-a35af004407b_R/BasicLTI.xml I_f90e98eb-f21f-3262-805a-02b997f95a5b_1_R/BasicLTI.xml I_f9178d63-eb69-4a6f-b4c0-b63d17103d9a_1_R/BasicLTI.xml I_f9455cb9-9f11-33b1-92cf-d8fd7eea9def_R/BasicLTI.xml I_f96a8873-abdf-4289-8e42-b4ac60a0f3ff_1_R/BasicLTI.xml I_f9916608-2d6c-44b5-9caa-b17e84674952_1_R/BasicLTI.xml I_f9babafa-90ed-4e68-88cb-55ae23da9b26_1_R/BasicLTI.xml I_f9f2f368-8fbb-3646-bbc3-47711643c6b3_1_R/BasicLTI.xml I_fa17f2e8-e582-3cb6-bab5-e8533508affd_1_R/BasicLTI.xml I_fa1e27a0-c031-4d96-91b3-88bfd6ff37d8_1_R/BasicLTI.xml I_fa1e2f64-c277-413b-ba83-6ddcd0a14804_R/BasicLTI.xml I_fa24b4d6-d14d-4a0d-a05e-fbd51b6653db_R/BasicLTI.xml I_fa25c4e5-afbf-40e5-b1fa-ad9694390119_1_R/BasicLTI.xml I_fa5e4ddd-7da8-322a-a160-045800fe6ef8_R/BasicLTI.xml I_fa8c07aa-bb10-41ce-9dad-4e969a92ea26_1_R/BasicLTI.xml I_facf2c2e-bf6b-3650-adc1-57c17c148645_1_R/BasicLTI.xml I_faecf0bc-7531-40ae-af4f-b7619ce2d503_R/BasicLTI.xml I_fb0a8fc4-510d-4e39-b671-7529a68abb5c_1_R/BasicLTI.xml I_fb45c2c2-9b91-49fd-9d44-485c72d9ceb1_1_R/BasicLTI.xml I_fb6c3d71-8e0b-33f3-bede-1fb022784e39_R/BasicLTI.xml I_fb8186d9-0408-304f-b5f6-ec2ed6cd38cc_1_R/BasicLTI.xml I_fbfd585c-854a-4789-bd9f-414c214429f2_1_R/BasicLTI.xml I_fc7a60ef-f8be-30e9-9c88-6f01a498da50_1_R/BasicLTI.xml I_fcd6895b-9cd0-3f54-a5cd-bed9bb343a0f_1_R/BasicLTI.xml I_fcd7c4dd-f237-375b-90cb-170e7eb06595_1_R/BasicLTI.xml I_fce808a6-2440-4f44-a88f-31cf107ef79d_1_R/BasicLTI.xml I_fd0a62f6-1c52-4a4c-a4f5-d197f8100677_R/BasicLTI.xml I_fd0eeaf9-a187-4cd0-84b1-b4c2a0894abe_R/BasicLTI.xml I_fd654c2c-8d44-4505-a9c1-9fc180c93376_1_R/BasicLTI.xml I_fd876578-ccd0-35da-a729-74bf21af433a_1_R/BasicLTI.xml I_fe0e3373-e915-41e9-883a-f77d7ebda754_1_R/BasicLTI.xml I_fe6f96b5-00a7-42d0-a80f-c3b78337df7e_R/BasicLTI.xml I_fe84f0f9-012a-3d31-9b6a-daa95026d7c9_1_R/BasicLTI.xml I_fe984229-4f9a-4aa8-993b-1487917aa8bc_R/BasicLTI.xml I_feac4002-6e08-4233-9ec5-87e82a6bc1fb_R/BasicLTI.xml I_fede7e2c-e4c1-4b94-8cbb-845f789bc9e9_1_R/BasicLTI.xml I_ff7b20c1-68d3-4079-b8f4-2eb4fbad7274_1_R/BasicLTI.xml I_ff97bd7c-e077-41e1-a1e4-133c53928a05_1_R/BasicLTI.xml I_ffb42314-9665-4c7e-9fd3-810ccd924380_1_R/BasicLTI.xml Title: Common Core Literature Grade 7 Student Edition: Common Core Literature Grade 7 Reality Central Student Edition: Common Core Literature Grade 7 Next Generation Practice Tests Balanced Practice Test 1 College and Career Readiness Practice Test 1 Next Generation Performance Tasks Balanced Informative/Explanatory Performance Task Balanced Narrative Performance Task College and Career Readiness Literacy Analysis Performance Task College and Career Readiness Narrative Performance Task Beginning-of-Year Test Beginning-of-Year Test: Skills Beginning-of-Year Test: Reading-Readiness Diagnostic Test Introductory Unit: Common Core Foundations Academic Vocabulary Workshop Writer's Notebook: Academic Vocabulary Workshop Student Edition: Academic Vocabulary Workshop Curriculum Standards: Language 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. Writing an Objective Summary Student Edition: Writing an Objective Summary Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Writer's Notebook: Writing an Objective Summary Comprehending Complex Texts Student Edition: Comprehending Complex Texts Curriculum Standards: Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Writer's Notebook: Comprehending Complex Texts Analyzing Arguments Student Edition: Analyzing Arguments Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Informational Text 8. 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. Language 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. Reading Informational Text 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. Writing 9.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"). Reading Informational Text 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. Reading Informational Text 8. 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. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: Analyzing Arguments Research Workshop Student Edition: Research Workshop Curriculum Standards: Writing 8. 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. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 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, focusing on how well purpose and audience have been addressed. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 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, focusing on how well purpose and audience have been addressed. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writer's Notebook: Research Workshop Unit 1: Does every conflict have a winner? Part 1: Setting Expectations Introducing the Big Question Student Edition: Introducing the Big Question Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Language 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writer's Notebook: Introducing the Big Question Interactive Worksheets: Introducing the Big Question Big Question Video (English): Introducing the Big Question Big Question Video (Spanish): Introducing the Big Question Close Reading Workshop Student Edition: Close Reading Workshop Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 8. 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: Close Reading Workshop Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writer's Notebook: Close Reading Workshop Part 2: Text Analysis - Different Perspectives Focus on Craft and Structure Student Edition: Focus on Craft and Structure Curriculum Standards: Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Writer's Notebook: Focus on Craft and Structure Rikki-tikki-tavi Student Edition: Rikki-tikki-tavi Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Speaking and Listening 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. Language 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Speaking and Listening 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. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Close Reading Tool: Rikki-tikki-tavi Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Writer's Notebook: Rikki-tikki-tavi Interactive Worksheets: Rikki-tikki-tavi Background Video (English): Rikki-tikki-tavi Background Video (Spanish): Rikki-tikki-tavi Selection Test: Rikki-tikki-tavi Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Rikki-tikki-tavi Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Two Kinds, from The Joy Luck Club Student Edition: Two Kinds, from The Joy Luck Club Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 8. 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writer's Notebook: Two Kinds, from The Joy Luck Club Interactive Worksheets: Two Kinds, from The Joy Luck Club Background Video (English): Two Kinds, from The Joy Luck Club Background Video (Spanish): Two Kinds, from The Joy Luck Club Selection Test: Two Kinds, from The Joy Luck Club Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Open-Book Test: Two Kinds, from The Joy Luck Club Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. The Third Wish Student Edition: The Third Wish Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Close Reading Tool: The Third Wish Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writer's Notebook: The Third Wish Interactive Worksheets: The Third Wish Background Video (English): The Third Wish Background Video (Spanish): The Third Wish Selection Test: The Third Wish Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Open-Book Test: The Third Wish Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Ribbons Student Edition: Ribbons Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: Ribbons Interactive Worksheets: Ribbons Background Video (English): Ribbons Background Video (Spanish): Ribbons Selection Test: Ribbons Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Ribbons Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Comparing Texts: The Night the Bed Fell / Stolen Day Student Edition: The Night the Bed Fell / Stolen Day Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Language 4.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. Reading Informational Text 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). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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). Language 4.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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writer's Notebook: The Night the Bed Fell / Stolen Day Interactive Worksheets: The Night the Bed Fell / Stolen Day Selection Test: The Night the Bed Fell / Stolen Day Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The Night the Bed Fell / Stolen Day Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language Study: Using a Dictionary and Thesaurus Student Edition: Language Study: Using a Dictionary and Thesaurus Curriculum Standards: Language 4.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. Language 4.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. Writer's Notebook: Language Study: Using a Dictionary and Thesaurus Interactive Worksheets: Language Study: Using a Dictionary and Thesaurus Speaking and Listening: Delivering an Oral Summary Student Edition: Speaking and Listening: Delivering an Oral Summary Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writer's Notebook: Speaking and Listening: Delivering an Oral Summary Writing Process: Autobiographical Narrative Student Edition: Writing Process: Autobiographical Narrative Curriculum Standards: Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 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, focusing on how well purpose and audience have been addressed. Writing 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, focusing on how well purpose and audience have been addressed. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writer's Notebook: Writing Process: Autobiographical Narrative Interactive Worksheets: Writing Process: Autobiographical Narrative Assessment: Skills Student Edition: Assessment: Skills Writer's Notebook: Assessment: Skills Part 3: Text Sets - Competition Anchor Text: Amigo Brothers Student Edition: Anchor Text: Amigo Brothers Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Language 4.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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 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. Close Reading Tool: Anchor Text: Amigo Brothers Curriculum Standards: Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Writer's Notebook: Anchor Text: Amigo Brothers Interactive Worksheets: Amigo Brothers Background Video (English): Amigo Brothers Background Video (Spanish): Amigo Brothers Selection Test: Anchor Text: Amigo Brothers Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Amigo Brothers Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Get More From Competition Student Edition: Get More From Competition Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Informational Text 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: Get More From Competition Writer's Notebook: Get More From Competition Interactive Worksheets: Get More From Competition Selection Test: Get More From Competition Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test: Get More From Competition Curriculum Standards: Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Forget Fun, Embrace Enjoyment Student Edition: Forget Fun, Embrace Enjoyment Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Informational Text 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Language 4.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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: Forget Fun, Embrace Enjoyment Writer's Notebook: Forget Fun, Embrace Enjoyment Interactive Worksheets: Forget Fun, Embrace Enjoyment Selection Test: Forget Fun, Embrace Enjoyment Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 8. 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 8. 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test: Forget Fun, Embrace Enjoyment Curriculum Standards: Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Video game competitiveness, not violence, spurs aggression, study suggests Student Ed: Video game competitiveness, not violence, spurs aggression... Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Informational Text 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: Video game competitiveness, not violence, spurs aggress Writer's Note: Video game competitiveness, not violence, spurs aggression.. Interactive Worksheets: Video game competitiveness Selection Test: Video game competitiveness Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test: Video game competitiveness Curriculum Standards: Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Win Some, Lose Some Student Edition: Win Some, Lose Some Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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. Language 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 4.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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 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. Writing 8. 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Reading Informational Text 8. 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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). Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Close Reading Tool: Win Some, Lose Some Writer's Notebook: Win Some, Lose Some Interactive Worksheets: Win Some, Lose Some Selection Test: Win Some, Lose Some Curriculum Standards: Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test: Win Some, Lose Some Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Orlando Magic Student Edition: Orlando Magic Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Orlando Magic Writer's Notebook: Orlando Magic Interactive Worksheets: Orlando Magic Assessment: Synthesis Student Edition: Assessment: Synthesis Writer's Notebook: Assessment: Synthesis Interactive Worksheets: Assessment: Synthesis Part 4: Demonstrating Independence - Online Text Set The Fall of the Hindenburg Student Edition: The Fall of the Hindenburg Writer's Notebook: The Fall of the Hindenburg from Letters from Rifka Student Edition: from Letters from Rifka Writer's Notebook: from Letters from Rifka Veteran Returns, Becomes Symbol Student Edition: Veteran Returns, Becomes Symbol Writer's Notebook: Veteran Returns, Becomes Symbol Benchmark Test 1 Reading: Summarize: Assess Grammar: Adjective and Adverb Usage: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Adjective and Adverb Usage: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Adjectives: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Adjectives: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Adverbs: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Adverbs: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Common and Proper Nouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Common and Proper Nouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Degrees of Adjectives and Adverbs: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Degrees of Adjectives and Adverbs: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Forms of Plural Nouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Forms of Plural Nouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Personal Pronouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Personal Pronouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Possessive Nouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Possessive Nouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Possessive Pronouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Possessive Pronouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Pronoun-Antecedent Agreement: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Pronoun-Antecedent Agreement: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literary Analysis: Character: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Character: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Conflict and Resolution: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Conflict and Resolution: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Persuasive Essay: Assess Curriculum Standards: Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 8. 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. Writing 9.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"). Literary Analysis: Persuasive Essay: Practice Curriculum Standards: Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 8. 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. Writing 9.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"). Literary Analysis: Plot: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Plot: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Point of View: Assess Curriculum Standards: Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Point of View: Practice Curriculum Standards: Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Theme: Assess Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Literary Analysis: Theme: Practice Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading: Make Inferences: Assess Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Make Inferences: Practice Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Predicting: Assess Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Predicting: Practice Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Summarize: Practice Reading: Understand Structure and Purpose: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Structure and Purpose: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Text Structure and Purpose: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Text Structure and Purpose: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Vocabulary: Prefix mal-; Word Root -spir-; Suffixes -tion, -ious: Assess Vocabulary: Prefix mal-; Word Root -spir-; Suffixes -tion, -ious: Practice Writing: Autobiographical Narrative: Assess Curriculum Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing: Autobiographical Narrative: Practice Curriculum Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing: Comparison-and-Contrast Essay: Assess Benchmark Test 1: Does every conflict have a winner? Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 8. 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. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 8. 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. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Unit 5: Community or individual - which is more important? Part 1: Setting Expectations Introducing the Big Question Student Edition: Introducing the Big Question Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Language 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writer's Notebook: Introducing the Big Question Interactive Worksheets: Introducing the Big Question Big Question Video (English): Introducing the Big Question Big Question Video (Spanish): Introducing the Big Question Close Reading Workshop Student Edition: Close Reading Workshop Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 4.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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: Close Reading Workshop Curriculum Standards: Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Writer's Notebook: Close Reading Workshop Part 2: Text Analysis - Explaining the World Focus on Craft and Structure Student Edition: Focus on Craft and Structure Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writer's Notebook: Focus on Craft and Structure Demeter and Persephone Student Edition: Demeter and Persephone Curriculum Standards: Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: Demeter and Persephone Curriculum Standards: Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writer's Notebook: Demeter and Persephone Interactive Worksheets: Demeter and Persephone Background Video (English): Demeter and Persephone Background Video (Spanish): Demeter and Persephone Selection Test: Demeter and Persephone Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Demeter and Persephone Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Popocatepetl and Ixlaccihuatl Student Edition: Popocatepetl and Ixlaccihuatl Curriculum Standards: Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: Popocatepetl and Ixlaccihuatl Interactive Worksheets: Popocatepetl and Ixlaccihuatl Background Video (English): Popocatepetl and Ixlaccihuatl Background Video (Spanish): Popocatepetl and Ixlaccihuatl Selection Test: Popocatepetl and Ixlaccihuatl Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Popocatepetl and Ixlaccihuatl Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Sun and Moon in a Box Student Edition: Sun and Moon in a Box Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: Sun and Moon in a Box Writer's Notebook: Sun and Moon in a Box Background Video (English): Sun and Moon in a Box Background Video (Spanish): Sun and Moon in a Box Selection Test: Sun and Moon in a Box Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Sun and Moon in a Box Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Interactive Worksheets: Sun and Moon in a Box The People Could Fly Student Edition: The People Could Fly Curriculum Standards: Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: The People Could Fly Interactive Worksheets: The People Could Fly Background Video (English): The People Could Fly Background Video (Spanish): The People Could Fly Selection Test: The People Could Fly Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The People Could Fly Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Comparing Texts: The Voyage, from Tales from the Odyssey/To the Top of Ever Student Edition: The Voyage, Tales from the Odyssey/To the Top of Everest Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writer's Notebook: The Voyage, Tales from the Odyssey/To the Top of Everest Interactive Worksheets: The Voyage, Tales from the Odyssey/To the Top of Ev Selection Test: The Voyage, Tales from the Odyssey/To the Top of ... Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test Online: The Voyage, Tales from the Odyssey/To the Top of Eve Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Language Study: Figurative Language Student Edition: Language Study: Figurative Language Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writer's Notebook: Language Study: Figurative Language Interactive Worksheets: Language Study: Figurative Language Speaking and Listening: Research Presentation Student Edition: Speaking and Listening: Research Presentation Curriculum Standards: Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writer's Notebook: Speaking and Listening: Research Presentation Writing Process: Cause-and-Effect Essay Student Edition: Writing Process: Cause-and-Effect Essay Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Writing 8. 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 2.b. Spell correctly. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2.b. Spell correctly. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writer's Notebook: Writing Process: Cause-and-Effect Essay Interactive Worksheets: Writing Process: Cause-and-Effect Essay Assessment: Skills Student Edition: Assessment: Skills Writer's Notebook: Assessment: Skills Part 3: Text Sets - Becoming American Anchor Text: My First Free Summer Student Edition: Anchor Text: My First Free Summer Curriculum Standards: Reading Informational Text 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). Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 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. Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Reading Informational Text 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. Writing 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, focusing on how well purpose and audience have been addressed. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Reading Informational Text 8. 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. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: Anchor Text: My First Free Summer Curriculum Standards: Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 8. 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Language 4.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. Writer's Notebook: Anchor Text: My First Free Summer Interactive Worksheets: My First Free Summer Background Video (English): My First Free Summer Background Video (Spanish): My First Free Summer Selection Test: Anchor Text: My First Free Summer Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: My First Free Summer Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. How I Learned English Student Edition: How I Learned English Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 8. 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 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. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 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. Language 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Close Reading Tool: How I Learned English Writer's Notebook: How I Learned English Interactive Worksheets: How I Learned English Selection Test: How I Learned English Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: How I Learned English Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. mk Student Edition: mk Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Reading Informational Text 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. Language 4.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. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: mk Writer's Notebook: mk Selection Test: mk Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Open-Book Test: mk Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Interactive Worksheets: mk Discovering a Paper Son Student Edition: Discovering a Paper Son Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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. Writing 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 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, focusing on how well purpose and audience have been addressed. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 4.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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: Discovering a Paper Son Writer's Notebook: Discovering a Paper Son Interactive Worksheets: Discovering a Paper Son Selection Test: Discovering a Paper Son Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Open-Book Test: Discovering a Paper Son Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Grandpa and the Statue Student Edition: Grandpa and the Statue Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Grandpa and the Statue Writer's Notebook: Grandpa and the Statue Interactive Worksheets: Grandpa and the Statue Selection Test: Grandpa and the Statue Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Grandpa and the Statue Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Melting Pot Student Edition: Melting Pot Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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. Writing 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Melting Pot Writer's Notebook: Melting Pot Interactive Worksheets: Melting Pot Selection Test: Melting Pot Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Open-Book Test: Melting Pot Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Census Data on Immigration Student Edition: Census Data on Immigration Curriculum Standards: Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: Census Data on Immigration Writer's Notebook: Census Data on Immigration Interactive Worksheets: Census Data on Immigration Assessment: Synthesis Student Edition: Assessment: Synthesis Writer's Notebook: Assessment: Synthesis Interactive Worksheets: Assessment: Synthesis Part 4: Demonstrating Independence - Online Text Set Martin Luther King Student Edition: Martin Luther King Writer's Notebook: Martin Luther King The Bear Boy Student Edition: The Bear Boy Writer's Notebook: The Bear Boy Theater Show Contract Student Edition: Theater Show Contract Writer's Notebook: Theater Show Contract Benchmark Test 5 Grammar: Capitalization: Assess Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grammar: Capitalization: Practice Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grammar: Colon: Assess Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Grammar: Colon: Practice Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Grammar: Commas: Assess Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Grammar: Commas: Practice Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Grammar: Infinitives and Infinitive Phrases: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Infinitives and Infinitive Phrases: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Pronoun-Antecedent Agreement: Assess Grammar: Pronoun-Antecedent Agreement: Practice Grammar: Revising Incorrect Use of Commas: Assess Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Grammar: Revising Incorrect Use of Commas: Practice Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Literary Analysis: Comparing Idioms: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Literary Analysis: Comparing Idioms: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Literary Analysis: Cultural Context: Assess Literary Analysis: Cultural Context: Practice Literary Analysis: Dialogue: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Dialogue: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Figurative Language: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Figurative Language: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Folk Tale: Assess Literary Analysis: Folk Tale: Practice Literary Analysis: Legend: Assess Curriculum Standards: Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Literary Analysis: Legend: Practice Curriculum Standards: Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Literary Analysis: Myth: Assess Literary Analysis: Myth: Practice Literary Analysis: Narrative Poetry: Assess Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Narrative Poetry: Practice Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading: Analyze Cause and Effect: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Analyze Cause and Effect: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Cause and Effect: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Cause and Effect: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Compare and Contrast: Assess Reading: Compare and Contrast: Practice Vocabulary: Prefix uni-; Word Roots -myst-, -dom-; Suffix -ity: Assess Vocabulary: Prefix uni-; Word Roots -myst-, -dom-; Suffix -ity: Practice Writing: Cause-and-Effect Essay: Assess Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Cause-and-Effect Essay: Practice Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Hyperbole: Assess Curriculum Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing: Hyperbole: Practice Curriculum Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Benchmark Test 5: Community or individual - which is more important? Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Unit 2: What should we learn? Part 1: Setting Expectations Introducing the Big Question Student Edition: Introducing the Big Question Curriculum Standards: Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writer's Notebook: Introducing the Big Question Interactive Worksheets: Introducing the Big Question Big Question Video (English): Introducing the Big Question Big Question Video (Spanish): Introducing the Big Question Close Reading Workshop Student Edition: Close Reading Workshop Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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. Writing 8. 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. Speaking and Listening 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Speaking and Listening 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Close Reading Workshop Curriculum Standards: Reading Informational Text 8. 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writer's Notebook: Close Reading Workshop Part 2: Text Analysis - Exploring Ideas Focus on Craft and Structure Student Edition: Focus on Craft and Structure Curriculum Standards: Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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). Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Reading Informational Text 8. 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 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). Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Writer's Notebook: Focus on Craft and Structure Life Without Gravity Student Edition: Life Without Gravity Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Informational Text 8. 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. Writing 9.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"). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Speaking and Listening 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: Life Without Gravity Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writer's Notebook: Life Without Gravity Interactive Worksheets: Life Without Gravity Background Video (English): Life Without Gravity Background Video (Spanish): Life Without Gravity Selection Test: Life Without Gravity Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Open-Book Test: Life Without Gravity Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. I Am a Native of North America Student Edition: I Am a Native of North America Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Informational Text 8. 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Close Reading Tool: I Am a Native of North America Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writer's Notebook: I Am a Native of North America Interactive Worksheets: I Am a Native of North America Background Video (English): I Am a Native of North America Background Video (Spanish): I Am a Native of North America Selection Test: I Am a Native of North America Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Informational Text 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). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Informational Text 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). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: I Am a Native of North America Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Informational Text 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). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. All Together Now Student Edition: All Together Now Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Informational Text 8. 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. Writing 9.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"). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Reading Informational Text 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Informational Text 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. Reading Informational Text 8. 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. Writing 9.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"). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: All Together Now Interactive Worksheets: All Together Now Background Video (English): All Together Now Background Video (Spanish): All Together Now Selection Test: All Together Now Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: All Together Now Curriculum Standards: Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Rattlesnake Hunt Student Edition: Rattlesnake Hunt Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 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, focusing on how well purpose and audience have been addressed. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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. Language 4.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. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writer's Notebook: Rattlesnake Hunt Interactive Worksheets: Rattlesnake Hunt Background Video (English): Rattlesnake Hunt Background Video (Spanish): Rattlesnake Hunt Selection Test: Rattlesnake Hunt Curriculum Standards: Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Rattlesnake Hunt Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Comparing Texts: Barrio Boy / A Day's Wait Student Edition: Comparing Texts: Barrio Boy / A Day's Wait Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 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). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writer's Notebook: Comparing Texts: Barrio Boy / A Day's Wait Interactive Worksheets: Comparing Texts: Barrio Boy / A Day's Wait Interactive Worksheets: Comparing Texts: Barrio Boy / A Day's WaitThese interactive worksheets and graphic organizers allow students to use the selection support in a digital environment. Selection Test: Comparing Texts: Barrio Boy / A Day's Wait Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Comparing Texts: Barrio Boy / A Day's Wait Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Language Study: Word Origins Student Edition: Language Study: Word Origins Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Language 4.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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writer's Notebook: Language Study: Word Origins Interactive Worksheets: Language Study: Word Origins Speaking and Listening: Evaluating a Persuasive Presentation Student Ed: Speaking and Listening: Evaluating a Persuasive Presentation Curriculum Standards: Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writer's Note: Speaking and Listening: Evaluating a Persuasive Presentation Writing Process: Argumentative Essay Student Edition: Writing Process: Argumentative Essay Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 2.b. Spell correctly. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2.b. Spell correctly. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: Writing Process: Argumentative Essay Interactive Worksheets: Writing Process: Argumentative Essay Assessment: Skills Student Edition: Assessment: Skills Writer's Notebook: Assessment: Skills Part 3: Text Sets - Motivation Anchor Text: No Gumption Student Edition: Anchor Text: No Gumption Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 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. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 4.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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Writing 6. 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Language 4.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. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 4.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. Writing 6. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Anchor Text: No Gumption Curriculum Standards: Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 8. 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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. Language 4.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. Writer's Notebook: Anchor Text: No Gumption Interactive Worksheets: No Gumption Interactive Worksheets: No GumptionThese interactive worksheets and graphic organizers allow students to use the selection support in a digital environment. Background Video (English): No Gumption Background Video (Spanish): No Gumption Selection Test: Anchor Text: No Gumption Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: No Gumption Curriculum Standards: Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Intrinsic Motivation Doesn't Exist, Researcher Says Student Edition: Intrinsic Motivation Doesn't Exist, Researcher Says Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 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. Reading Informational Text 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. Speaking and Listening 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. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Reading Informational Text 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). Reading Informational Text 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Speaking and Listening 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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). Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Speaking and Listening 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. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Language 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Intrinsic Motivation Doesn't Exist, Researcher Says Writer's Notebook: Intrinsic Motivation Doesn't Exist, Researcher Says Interactive Worksheets: Intrinsic Motivation Doesn't Exist Interactive Worksheets: Intrinsic Motivation Doesn't ExistThese interactive worksheets and graphic organizers allow students to use the selection support in a digital environment. Selection Test: Intrinsic Motivation Doesn't Exist Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test: Intrinsic Motivation Doesn't Exist Open-Book Test: Intrinsic Motivation Doesn't ExistThe Open-Book Test measures student's ability to provide evidence-based written and oral responses to ideas presented in complex texts. Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. The Cremation of Sam McGee Student Edition: The Cremation of Sam McGee Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 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. Close Reading Tool: The Cremation of Sam McGee Writer's Notebook: The Cremation of Sam McGee Interactive Worksheets: The Cremation of Sam McGee Interactive Worksheets: The Cremation of Sam McGeeThese interactive worksheets and graphic organizers allow students to use the selection support in a digital environment. Selection Test: The Cremation of Sam McGee Curriculum Standards: Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Open-Book Test: The Cremation of Sam McGee Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. A Special Gift - The Legacy of "Snowflake" Bentley Student Edition: A Special Gift - The Legacy of "Snowflake" Bentley Curriculum Standards: Speaking and Listening 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. Writing 8. 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. Reading Informational Text 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). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Reading Informational Text 8. 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Speaking and Listening 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: The Legacy of "Snowflake" Bentley Writer's Notebook: A Special Gift - The Legacy of "Snowflake" Bentley Interactive Worksheets: The Legacy of "Snowflake" Bentley Interactive Worksheets: The Legacy of "Snowflake" BentleyThese interactive worksheets and graphic organizers allow students to use the selection support in a digital environment. Selection Test: The Legacy of "Snowflake" Bentley Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The Legacy of "Snowflake" Bentley Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. All Stories Are Anansi's Student Edition: All Stories Are Anansi's Curriculum Standards: Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 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. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: All Stories Are Anansi's Writer's Notebook: All Stories Are Anansi's Interactive Worksheets: All Stories Are Anansi's Selection Test: All Stories Are Anansi's Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: All Stories Are Anansi's Curriculum Standards: Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Speaking and Listening 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. Speaking and Listening 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Image: Maslow's Theory of Motivation and Human Needs Student Edition: Image: Maslow's Theory of Motivation and Human Needs Curriculum Standards: Writing 8. 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. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Informational Text 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. Reading Informational Text 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Maslow's Theory of Motivation and Human Needs Writer's Notebook: Image: Maslow's Theory of Motivation and Human Needs Interactive Worksheets: Maslow's Theory of Motivation and Human Needs Interactive Worksheets: Maslow's Theory of Motivation and Human NeedsThese interactive worksheets and graphic organizers allow students to use the selection support in a digital environment. Assessment: Synthesis Student Edition: Assessment: Synthesis Writer's Notebook: Assessment: Synthesis Interactive Worksheets: Assessment: Synthesis Part 4: Demonstrating Independence - Online Text Set Suzy and Leah Student Edition: Suzy and Leah Writer's Notebook: Suzy and Leah Conversational Ballgames Student Edition: Conversational Ballgames Writer's Notebook: Conversational Ballgames My Head Is Full of Starshine Student Edition: My Head Is Full of Starshine Writer's Notebook: My Head Is Full of Starshine Benchmark Test 2 Literary Analysis: Folk Tale: Assess Grammar: Conjunctions: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Conjunctions: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Coordinating Conjunctions: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Coordinating Conjunctions: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Interjections: Assess Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grammar: Interjections: Practice Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grammar: Subject-Verb Agreement: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Subject-Verb Agreement: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Subjects and Predicates: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Subjects and Predicates: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verb Tenses: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verb Tenses: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verbs: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verbs: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literary Analysis: Biography and Autobiography: Assess Literary Analysis: Biography and Autobiography: Practice Literary Analysis: Character: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Character: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Diction: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Diction: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Expository Essay: Assess Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Literary Analysis: Expository Essay: Practice Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Literary Analysis: Fiction and Nonfiction: Assess Curriculum Standards: Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Literary Analysis: Fiction and Nonfiction: Practice Curriculum Standards: Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Literary Analysis: Folk Tale: Practice Literary Analysis: Persuasive Essay: Assess Curriculum Standards: Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 8. 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. Writing 9.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"). Literary Analysis: Persuasive Essay: Practice Curriculum Standards: Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 8. 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. Writing 9.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"). Literary Analysis: Reflective Essay: Assess Curriculum Standards: Reading Informational Text 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). Reading Informational Text 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). Literary Analysis: Reflective Essay: Practice Curriculum Standards: Reading Informational Text 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). Reading Informational Text 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). Reading Skill: Main Idea: Assess Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Skill: Main Idea: Practice Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading: Determine Main Idea: Assess Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading: Determine Main Idea: Practice Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading: Fact and Opinion: Assess Reading: Fact and Opinion: Practice Vocabulary: Word Roots -just-, -leg-, -sol-; Suffix -ness: Assess Vocabulary: Word Roots -just-, -leg-, -sol-; Suffix -ness: Practice Writing: Persuasive Essay: Assess Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing: Persuasive Essay: Practice Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Benchmark Test 2: What should we learn? Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Informational Text 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). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Informational Text 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). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 8. 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. Writing 9.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"). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Unit 3: What is the best way to communicate? Part 1: Setting Expectations Introducing the Big Question Student Edition: Introducing the Big Question Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Language 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writer's Notebook: Introducing the Big Question Interactive Worksheets: Introducing the Big Question Big Question Video (English): Introducing the Big Question Big Question Video (Spanish): Introducing the Big Question Close Reading Workshop Student Edition: Close Reading Workshop Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 4.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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: Close Reading Workshop Curriculum Standards: Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Writer's Notebook: Close Reading Workshop Part 2: Text Analysis - Sounds and Images Focus on Craft and Structure Student Edition: Focus on Craft and Structure Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Writer's Notebook: Focus on Craft and Structure Poetry Collection 1 Student Edition: Poetry Collection 1 Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 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. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writing 6. 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 6. 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. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Close Reading Tool: Poetry Collection 1 Curriculum Standards: Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writer's Notebook: Poetry Collection 1 Interactive Worksheets: Poetry Collection 1 Selection Test: Poetry Collection 1 Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Open-Book Test: Poetry Collection 1 Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Poetry Collection 3 Student Edition: Poetry Collection 3 Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Language 4.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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: Poetry Collection 3 Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Writer's Notebook: Poetry Collection 3 Interactive Worksheets: Poetry Collection 3 Selection Test: Poetry Collection 3 Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Poetry Collection 3 Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Poetry Collection 4 Student Edition: Poetry Collection 4 Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Writing 6. 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 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. Language 4.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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 6. 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. Writing 8. 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. Language 4.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. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Close Reading Tool: Poetry Collection 4 Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Writer's Notebook: Poetry Collection 4 Interactive Worksheets: Poetry Collection 4 Selection Test: Poetry Collection 4 Curriculum Standards: Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Poetry Collection 4 Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Comparing Texts: Miracles / in Just-- Student Edition: Comparing Texts: Miracles / in Just-- Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: Comparing Texts: Miracles / in Just-- Interactive Worksheets: Comparing Texts: Miracles / in Just -- Selection Test: Miracles and in Just-- Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Miracles and in Just-- Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Language Study: Words With Multiple Meanings Student Edition: Language Study: Words With Multiple Meanings Curriculum Standards: Language 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. Language 4.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. Language 4.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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 4.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. Language 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. Writer's Notebook: Language Study: Words With Multiple Meanings Interactive Worksheets: Language Study: Words With Multiple Meanings Speaking and Listening: Evaluating Media Messages and Advertisements Student Ed: Speaking and Listening: Evaluating Media Messages, Advertisemen Curriculum Standards: Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.d. Acknowledge new information expressed by others and, when warranted, modify their own views. Speaking and Listening 3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writer's Note: Speaking and Listening: Evaluating Media Messages, Advertise Writing Process: Comparison-and-Contrast Essay Student Edition: Writing Process: Comparison-and-Contrast Essay Curriculum Standards: Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 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, focusing on how well purpose and audience have been addressed. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Writing 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, focusing on how well purpose and audience have been addressed. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writer's Notebook: Writing Process: Comparison-and-Contrast Essay Interactive Worksheets: Writing Process: Comparison-and-Contrast Essay Assessment: Skills Student Edition: Assessment: Skills Writer's Notebook: Assessment: Skills Poetry Collection 2 Student Edition: Poetry Collection 2 Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Writing 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 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. Language 4.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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Language 4.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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: Poetry Collection 2 Curriculum Standards: Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writer's Notebook: Poetry Collection 2 Interactive Worksheets: Poetry Collection 2 Selection Test: Poetry Collection 2 Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Open-Book Test: Poetry Collection 2 Curriculum Standards: Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Part 3: Text Sets - Heroes and Outlaws Anchor Text: The Highwayman Student Edition: Anchor Text: The Highwayman Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Language 4.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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 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. Close Reading Tool: Anchor Text: The Highwayman Curriculum Standards: Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Writer's Notebook: Anchor Text: The Highwayman Interactive Worksheets: Anchor Text: The Highwayman Background Video (English): The Highwayman Background Video (Spanish): The Highwayman Selection Test: Anchor Text: The Highwayman Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The Highwayman Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Carnegie Hero Fund Commission Student Edition: Carnegie Hero Fund Commission Curriculum Standards: Reading Informational Text 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). Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Carnegie Hero Fund Commission Writer's Notebook: Carnegie Hero Fund Commission Interactive Worksheets: Carnegie Hero Fund Commission Selection Test: Carnegie Hero Fund Commission Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Carnegie Hero Fund Commission Curriculum Standards: Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. The Myth of the Outlaw Student Edition: The Myth of the Outlaw Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 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). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: The Myth of the Outlaw Writer's Notebook: The Myth of the Outlaw Interactive Worksheets: The Myth of the Outlaw Selection Test: The Myth of the Outlaw Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The Myth of the Outlaw Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. The Real Story of a Cowboy's Life Student Edition: The Real Story of a Cowboy's Life Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: The Real Story of a Cowboy's Life Writer's Notebook: The Real Story of a Cowboy's Life Interactive Worksheets: The Real Story of a Cowboy's Life Selection Test: The Real Story of a Cowboy's Life Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The Real Story of a Cowboy's Life Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. After Twenty Years Student Edition: After Twenty Years Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Close Reading Tool: After Twenty Years Writer's Notebook: After Twenty Years Interactive Worksheets: After Twenty Years Selection Test: After Twenty Years Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: After Twenty Years Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Harriet Tubman Student Edition: Harriet Tubman Curriculum Standards: Reading Informational Text 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). Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Reading Informational Text 8. 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Language 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Close Reading Tool: Harriet Tubman Writer's Notebook: Harriet Tubman Interactive Worksheets: Harriet Tubman Selection Test: Harriet Tubman Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Harriet Tubman Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Harriet Tubman Wanted Poster Student Edition: Harriet Tubman Wanted Poster Curriculum Standards: Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 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. Language 4.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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Harriet Tubman Wanted Poster Writer's Notebook: Harriet Tubman Wanted Poster Interactive Worksheets: Harriet Tubman Wanted Poster Assessment: Synthesis Student Edition: Assessment: Synthesis Writer's Notebook: Assessment: Synthesis Interactive Worksheets: Assessment: Synthesis Part 4: Demonstrating Independence - Online Text Set from Angela's Ashes Student Edition: from Angela's Ashes Writer's Notebook: from Angela's Ashes Seventh Grade Student Edition: Seventh Grade Writer's Notebook: Seventh Grade Safe Routes to School Student Edition: Safe Routes to School Writer's Notebook: Safe Routes to School Benchmark Test 3 Writing: Comparison-and-Contrast Essay: Assess Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Grammar: Independent and Subordinate Clauses: Assess Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grammar: Independent and Subordinate Clauses: Practice Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Grammar: Sentence Functions and Endmarks: Assess Curriculum Standards: Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Grammar: Sentence Functions and Endmarks: Practice Curriculum Standards: Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Grammar: Sentence Structure: Assess Curriculum Standards: Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Grammar: Sentence Structure: Practice Curriculum Standards: Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Grammar: Subject-Verb Agreement: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Subject-Verb Agreement: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literary Analysis: Diction: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Diction: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Figurative Language: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Literary Analysis: Figurative Language: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Literary Analysis: Forms of Poetry: Assess Curriculum Standards: Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Literary Analysis: Forms of Poetry: Practice Curriculum Standards: Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Literary Analysis: Imagery: Assess Literary Analysis: Imagery: Practice Literary Analysis: Irony: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Irony: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Rhythm and Rhyme: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Rhythm and Rhyme: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Sound Devices: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Sound Devices: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Skill: Paraphrase: Assess Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Skill: Paraphrase: Practice Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Drawing Conclusions: Assess Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Drawing Conclusions: Practice Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Understand Text Structure and Purpose: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Text Structure and Purpose: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Vocabulary: Prefix un-; Word Root -lum-; Suffixes - er, -less: Assess Vocabulary: Prefix un-; Word Root -lum-; Suffixes - er, -less: Assess Vocabulary: Prefix un-; Word Root -lum-; Suffixes - er, -less: Practice Vocabulary: Prefix un-; Word Root -lum-; Suffixes - er, -less: Practice Writing: Cause-and-Effect Essay: Assess Writing: Cause-and-Effect Essay: Practice Writing: Comparison-and-Contrast Essay: Assess Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Comparison-and-Contrast Essay: Assess Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Comparison-and-Contrast Essay: Practice Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Comparison-and-Contrast Essay: Practice Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Comparison-and-Contrast Essay: Practice Curriculum Standards: Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing: Outline: Assess Writing: Outline: Practice Benchmark Test 3: What is the best way to communicate? Curriculum Standards: Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Mid-Year Summative Test Literary Analysis: Comparing Characters: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Grammar: Adjectives: Assess Grammar: Adjectives: Practice Grammar: Adverbs: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Adverbs: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Common and Proper Nouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Common and Proper Nouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Compound Subjects and Predicates: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Compound Subjects and Predicates: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Conjunctions: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Conjunctions: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Coordinating Conjunctions: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Coordinating Conjunctions: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Degrees of Adjectives and Adverbs: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Degrees of Adjectives and Adverbs: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Forms of Plural Nouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Forms of Plural Nouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Possessive Nouns: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Possessive Nouns: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Pronoun-Antecedent Agreement: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Pronoun-Antecedent Agreement: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Sentence Structure: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Sentence Structure: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Subjects and Predicates: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Subjects and Predicates: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verb Tenses: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verb Tenses: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verbs: Assess Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Grammar: Verbs: Practice Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Literary Analysis: Character: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Character: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Comparing Characters: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Literary Analysis: Conflict and Resolution: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Conflict and Resolution: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Expository Essay: Assess Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Literary Analysis: Expository Essay: Practice Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Literary Analysis: Plot: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Plot: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Reflective Essay: Assess Curriculum Standards: Reading Informational Text 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). Reading Informational Text 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). Literary Analysis: Reflective Essay: Practice Curriculum Standards: Reading Informational Text 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). Reading Informational Text 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). Literary Analysis: Theme: Assess Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Literary Analysis: Theme: Practice Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Skill: Main Idea: Assess Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Skill: Main Idea: Practice Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading: Analyze Author’s Argument: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 8. 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. Reading: Analyze Author’s Argument: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 8. 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. Reading: Analyze Structure and Purpose: Workplace Documents: Assess Reading: Analyze Structure and Purpose: Workplace Documents: Practice Reading: Fact and Opinion: Assess Reading: Fact and Opinion: Practice Reading: Identify Author’s Perspective: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Identify Author’s Perspective: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Make Inferences: Assess Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Make Inferences: Practice Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Predicting: Assess Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Predicting: Practice Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading: Understand Structure and Purpose: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Structure and Purpose: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Text Structure and Purpose: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Understand Text Structure and Purpose: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Vocabulary: Prefix mal-; Word Root -spir-; Suffixes -tion, -ious: Assess Vocabulary: Prefix mal-; Word Root -spir-; Suffixes -tion, -ious: Assess Vocabulary: Prefix mal-; Word Root -spir-; Suffixes -tion, -ious: Practice Vocabulary: Prefix mal-; Word Root -spir-; Suffixes -tion, -ious: Practice Writing: Autobiographical Narrative: Practice Curriculum Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing: Persuasive Essay: Assess Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing: Persuasive Essay: Practice Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing: Persuasive Letter: Assess Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing: Persuasive Letter: Practice Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing: Autobiographical Narrative: Assess Curriculum Standards: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Mid-Year Summative Test Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Unit 4: Do others see us more clearly than we see ourselves? Part 1: Setting Expectations Introducing the Big Question Student Edition: Introducing the Big Question Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Language 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writer's Notebook: Introducing the Big Question Interactive Worksheets: Introducing the Big Question Big Question Video (English): Introducing the Big Question Big Question Video (Spanish): Introducing the Big Question Close Reading Workshop Student Edition: Close Reading Workshop Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 4.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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: Close Reading Workshop Curriculum Standards: Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Writer's Notebook: Close Reading Workshop Part 2: Text Analysis - Dramatic Transformations Focus on Craft and Structure Student Edition: Focus on Craft and Structure Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writer's Notebook: Focus on Craft and Structure A Christmas Carol: Scrooge and Marley, Act I Student Edition: A Christmas Carol: Scrooge and Marley, Act I Curriculum Standards: Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Close Reading Tool: A Christmas Carol: Scrooge and Marley, Act I Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writer's Notebook: A Christmas Carol: Scrooge and Marley, Act I Interactive Worksheets: A Christmas Carol: Scrooge and Marley, Act I Background Video (English): A Christmas Carol: Scrooge and Marley, Act I Background Video (Spanish): A Christmas Carol: Scrooge and Marley, Act I Selection Test: A Christmas Carol: Scrooge and Marley, Act I Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test : A Christmas Carol: Scrooge and Marley, Act I Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. A Christmas Carol: Scrooge and Marley, Act II Student Edition: A Christmas Carol: Scrooge and Marley, Act II Curriculum Standards: Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writer's Notebook: A Christmas Carol: Scrooge and Marley, Act II Interactive Worksheets: A Christmas Carol: Scrooge and Marley, Act I Background Video (English): A Christmas Carol: Scrooge and Marley, Act II Background Video (Spanish): A Christmas Carol: Scrooge and Marley, Act II Selection Test: A Christmas Carol: Scrooge and Marley, Act II Curriculum Standards: Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: A Christmas Carol: Scrooge and Marley, Act II Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Comparing Texts: Zoos: Joys or Jails? / Why Do We Need Zoos? Student Ed: Comparing Texts: Zoos: Joys or Jails?/Why Do We Need Zoos? Curriculum Standards: Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Note: Comparing Texts: Zoos: Joys or Jails?/Why Do We Need Zoos? Interactive Worksheets: Zoos: Joys or Jails?/Why Do We Need Zoos? Selection Test: Zoos: Joys or Jails?/Why Do We Need Zoos? Curriculum Standards: Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 8. 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. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 8. 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. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Zoos: Joys or Jails?/Why Do We Need Zoos? Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 8. 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. Writing 9.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"). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language Study: Connotation and Denotation Student Edition: Language Study: Connotation and Denotation Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Language 4.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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Writer's Notebook: Language Study: Connotation and Denotation Interactive Worksheets: Language Study: Connotation and Denotation Speaking and Listening: Conducting an Interview Student Edition: Speaking and Listening: Conducting an Interview Curriculum Standards: Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writer's Notebook: Speaking and Listening: Conducting an Interview Writing Process: Review of a Short Story Student Edition: Writing Process: Review of a Short Story Curriculum Standards: Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.b. Spell correctly. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.b. Spell correctly. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writer's Notebook: Writing Process: Review of a Short Story Interactive Worksheets: Writing Process: Review of a Short Story Assessment: Skills Student Edition: Assessment: Skills Writer's Notebook: Assessment: Skills Part 3: Text Sets - Leaders and Followers Anchor Text: The Monsters Are Due on Maple Street Student Edition: The Monsters Are Due on Maple Street Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 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. Speaking and Listening 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. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Close Reading Tool: The Monsters Are Due on Maple Street Curriculum Standards: Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 4.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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 4.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. Writer's Notebook: The Monsters Are Due on Maple Street Interactive Worksheets: The Monsters Are Due on Maple Street Background Video (English): The Monsters Are Due on Maple Street Background Video (Spanish): The Monsters Are Due on Maple Street Selection Test: The Monsters Are Due on Maple Street Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: The Monsters Are Due on Maple Street Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. All Summer in a Day Student Edition: All Summer in a Day Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing 8. 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Language 4.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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 8. 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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 4.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. Speaking and Listening 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. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: All Summer in a Day Writer's Notebook: All Summer in a Day Interactive Worksheets: All Summer in a Day Selection Test: All Summer in a Day Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: All Summer in a Day Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Joseph R. McCarthy Student Edition: Joseph R. McCarthy Curriculum Standards: Speaking and Listening 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Reading Informational Text 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). Language 4.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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Reading Informational Text 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 4.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. Speaking and Listening 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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Joseph R. McCarthy Writer's Notebook: Joseph R. McCarthy Interactive Worksheets: Joseph R. McCarthy Selection Test: Joseph R. McCarthy Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Joseph R. McCarthy Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 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. Speaking and Listening 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. The Salem Witch Trials of 1692 Student Edition: The Salem Witch Trials of 1692 Student Edition: The Salem Witch Trials of 1692Students will apply close reading strategies as they read the selection, then follow up with Close Reading Activities after they have read. Curriculum Standards: Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 8. 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Speaking and Listening 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. Speaking and Listening 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 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. Reading Informational Text 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. Language 4.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. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Reading Informational Text 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). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 4.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. Writing 8. 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 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. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Language 4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Close Reading Tool: The Salem Witch Trials of 1692 Close Reading Tool: The Salem Witch Trials of 1692Students will practice and apply close reading strategies using the interactive Close Reading Tool. Writer's Notebook: The Salem Witch Trials of 1692 Interactive Worksheets: The Salem Witch Trials of 1692 Selection Test: The Salem Witch Trials of 1692 Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Open-Book Test: The Salem Witch Trials of 1692 Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Herd Mentality? The Freakonomics of Boarding a Bus Student Edition: Herd Mentality? The Freakonomics of Boarding a Bus Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Language 4.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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Language 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. Reading Informational Text 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). Reading Informational Text 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. Reading Informational Text 8. 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Informational Text 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). Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. Speaking and Listening 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. Speaking and Listening 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Close Reading Tool: Herd Mentality? The Freakonomics of Boarding a Bus Writer's Notebook: Herd Mentality? The Freakonomics of Boarding a Bus Interactive Worksheets: Herd Mentality? The Freakonomics of Boarding a Bus Selection Test: Herd Mentality? The Freakonomics of Boarding a Bus Curriculum Standards: Speaking and Listening 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. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Herd Mentality? The Freakonomics of Boarding a Bus Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 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. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Speaking and Listening 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. Speaking and Listening 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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 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. Follow the Leader: Democracy in Herd Mentality Student Edition: Follow the Leader: Democracy in Herd Mentality Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Writing 8. 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. Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Informational Text 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. Language 4.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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Language 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. Reading Informational Text 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). Reading Informational Text 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. Reading Informational Text 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Writing 8. 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. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 4.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. Reading Informational Text 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). Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Language 4.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. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Speaking and Listening 1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking and Listening 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Follow the Leader: Democracy in Herd Mentality Writer's Notebook: Follow the Leader: Democracy in Herd Mentality Interactive Worksheets: Follow the Leader: Democracy in Herd Mentality Selection Test: Follow the Leader: Democracy in Herd Mentality Curriculum Standards: Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Open-Book Test: Follow the Leader: Democracy in Herd Mentality Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 10. [for informational text] 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. [OR] Reading Literature 10. [for literary text] 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 Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Speaking and Listening 1.c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 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. Martin Luther King, Jr. Memorial Student Edition: Martin Luther King, Jr. Memorial Curriculum Standards: Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Language 4.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. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Language 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Writing 8. 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. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Language 4.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. Writing 8. 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Writing 2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Writing 2.e. Establish and maintain a formal style. Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Close Reading Tool: Martin Luther King, Jr. Memorial Writer's Notebook: Martin Luther King, Jr. Memorial Interactive Worksheets: Martin Luther King, Jr. Memorial Assessment: Synthesis Student Edition: Assessment: Synthesis Writer's Notebook: Assessment: Synthesis Interactive Worksheets: Assessment: Synthesis Part 4: Demonstrating Independence - Online Text Set Loo-Wit Student Edition: Loo Wit Writer's Notebook: Loo Wit What Gives the Sunrise and Sunset Its Orange Glow? Student Edition: What Gives the Sunrise and Sunset Its Orange Glow? Writer's Notebook: What Gives the Sunrise and Sunset Its Orange Glow? How the Snake Got Poison Student Edition: How the Snake Got Poison Writer's Notebook: How the Snake Got Poison Benchmark Test 4 Grammar: Appositives and Appositive Phrases: Assess Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Grammar: Appositives and Appositive Phrases: Practice Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Grammar: Participles: Assess Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Grammar: Participles: Practice Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Grammar: Prepositions and Prepositional Phrases: Assess Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Grammar: Prepositions and Prepositional Phrases: Practice Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Literary Analysis: Character’s Motives: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Character’s Motives: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Writing: Research Report: Assess Curriculum Standards: Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Literary Analysis: Conflict and Resolution: Assess Literary Analysis: Conflict and Resolution: Practice Literary Analysis: Dialogue: Assess Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Dialogue: Practice Curriculum Standards: Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Literary Analysis: Expository Essay: Assess Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Literary Analysis: Expository Essay: Practice Curriculum Standards: Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Literary Analysis: Setting: Assess Literary Analysis: Setting: Practice Literary Analysis: Stage Directions: Assess Curriculum Standards: Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Literary Analysis: Stage Directions: Practice Curriculum Standards: Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Literary Analysis: Tone: Assess Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Literary Analysis: Tone: Practice Curriculum Standards: Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Skill: Main Idea: Assess Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Skill: Main Idea: Practice Curriculum Standards: Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading: Analyze Point of View: Assess Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Analyze Point of View: Practice Curriculum Standards: Reading Informational Text 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. Reading Informational Text 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. Reading: Setting a Purpose for Reading: Assess Reading: Setting a Purpose for Reading: Practice Vocabulary: Prefix inter-; Word Root -grat-: Assess Vocabulary: Prefix inter-; Word Root -grat-: Practice Writing: Multimedia Report: Assess Curriculum Standards: Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Writing: Multimedia Report: Practice Curriculum Standards: Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Writing: Research Report: Practice Curriculum Standards: Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Writing: Review of a Short Story: Assess Writing: Review of a Short Story: Practice Writing: Review: Assess Curriculum Standards: Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing: Review: Practice Curriculum Standards: Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Benchmark Test 4: Do others see us more clearly than we see ourselves? Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Reading Informational Text 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). Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Reading Informational Text 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. Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Speaking and Listening 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. End-of-Year Summative Test End-of-Year Summative Test Curriculum Standards: Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 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. Language 5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Language 4.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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Language 1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 2.a. Use a comma to separate coordinate adjectives (e.g., "It was a fascinating, enjoyable movie" but not "He wore an old[,] green shirt"). Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Writing 2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Writing 3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Language 1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. Reading Literature 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Reading Informational Text 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). Reading Literature 2. [for literary text] 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. [OR] Reading Informational Text 2. [for informational text] 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. Reading Informational Text 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. Reading Informational Text 8. 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. Reading Informational Text 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. Reading Literature 4. [for literary text] 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. [OR] Reading Informational Text 4. [for informational text] 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. Reading Informational Text 4. [for informational text] 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. [OR] Reading Literature 4. [for literary text] 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. Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. Reading Literature 10. [for literary text] 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. [OR] Reading Informational Text 10. [for informational text] 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. Reading Literature 5. Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Language 4.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. Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 1. [for informational text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [OR] Reading Literature 1. [for literary text] Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 2. [for informational text] 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. [OR] Reading Literature 2. [for literary text] 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. Language 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. Language 4.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. Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 3.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. Writing 3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. Writing 3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Writing 3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 2.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. Writing 2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Writing 2.e. Establish and maintain a formal style. Writing 2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 9.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"). Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Writing 1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Writing 1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Writing 1.d. Establish and maintain a formal style. Writing 1.e. Provide a concluding statement or section that follows from and supports the argument presented. Online Literature Library Online Literature Library: Drama Online Literature Library: Drama: My Head Is Full of Starshine Student Edition: Drama: My Head Is Full of Starshine Writer's Notebook: Drama: My Head Is Full of Starshine Online Literature Library: Fiction The Fox and the Crow Student Edition: Fiction: The Fox and the Crow Writer's Notebook: Fiction: The Fox and the Crow How the Snake Got Poison Student Edition: Fiction: How the Snake Got Poison Writer's Notebook: Fiction: How the Snake Got Poison Icarus and Daedalus Student Edition: Fiction: Icarus and Daedalus Writer's Notebook: Fiction: Icarus and Daedalus The Three-Century Woman Student Edition: Fiction: The Three-Century Woman Writer's Notebook: Fiction: The Three-Century Woman Online Literature Library: Informational Texts Online Literature Library: Informational Texts: Theater Show Contract Student Edition: Informational Texts: Theater Show Contract Writer's Notebook: Informational Texts: Theater Show Contract Online Lit Library: Info Texts: What Gives the Sunrise and Sunset Its Orang Student Ed: Info Text: What Gives the Sunrise and Sunset Its Orange Glow? Writer's Note: Info Text: What Gives the Sunrise and Sunset Its Orange Glow Online Literature Library: Informational Texts: The Wrong Orbit Student Edition: Informational Texts: The Wrong Orbit Writer's Notebook: Informational Texts: The Wrong Orbit Online Literature Library: Informational Texts: The Rhythms of Rap Student Edition: Informational Texts: The Rhythms of Rap Writer's Notebook: Informational Texts: The Rhythms of Rap Online Literature Library: Informational Texts: Mongoose on the Loose Student Edition: Informational Texts: Mongoose on the Loose Writer's Notebook: Informational Texts: Mongoose on the Loose Online Literature Library: Info Texts: Veteran Returns, Becomes Symbol Student Edition: Informational Texts: Veteran Returns, Becomes Symbol Writer's Notebook: Informational Texts: Veteran Returns, Becomes Symbol Online Literature Library: Informational Texts: Conjunction Junction Student Edition: Informational Texts: Conjunction Junction Writer's Notebook: Informational Texts: Conjunction Junction Online Literature Library: Informational Texts: On the Boardwalk Student Edition: Informational Texts: On the Boardwalk Writer's Notebook: Informational Texts: On the Boardwalk Online Literature Library: Informational Texts: The Flat Rock Playhouse Student Edition: Informational Texts: The Flat Rock Playhouse Writer's Notebook: Informational Texts: The Flat Rock Playhouse Online Literature Library: Info Texts: Charles Dickens's A Christmas Carol: Student Ed: Info Texts: Charles Dickens's A Christmas Carol: A Radio Interv Writer's Note: Info Texts: Charles Dickens's A Christmas Carol: A Radio Int Online Literature Library: Info Texts: Reviews of A Christmas Carol Student Edition: Informational Texts: Reviews of A Christmas Carol Writer's Notebook: Informational Texts: Reviews of A Christmas Carol Online Literature Library: Informational Texts: Safe Routes to School Student Edition: Informational Texts: Safe Routes to School Writer's Notebook: Informational Texts: Safe Routes to School Online Literature Library: Info Texts: Walking for Exercise and Pleasure Student Edition: Informational Texts: Walking for Exercise and Pleasure Writer's Notebook: Informational Texts: Walking for Exercise and Pleasure Online Literature Library: Nonfiction Online Literature Library: Nonfiction: Volar: To Fly Student Edition: Nonfiction: Volar: To Fly Writer's Notebook: Nonfiction: Volar: To Fly Online Literature Library: Nonfiction: from An American Childhood Student Edition: Nonfiction: from An American Childhood Writer's Notebook: Nonfiction: from An American Childhood Online Lit Library: Nonfiction: Tenochtitlan: Inside the Aztec Capital Student Edition: Nonfiction: Tenochtitlan: Inside the Aztec Capital Writer's Notebook: Nonfiction: Tenochtitlan: Inside the Aztec Capital Online Literature Library: Nonfiction: The Eternal Frontier Student Edition: Nonfiction: The Eternal Frontier Writer's Notebook: Nonfiction: The Eternal Frontier Online Literature Library: Nonfiction: from Angela's Ashes Student Edition: Nonfiction: from Angela's Ashes Writer's Notebook: Nonfiction: from Angela's Ashes Online Literature Library: Nonfiction: The Fall of the Hindenburg Student Edition: Nonfiction: The Fall of the Hindenburg Writer's Notebook: Nonfiction: The Fall of the Hindenburg Online Literature Library: Nonfiction: from The Great Fire Student Edition: Nonfiction: from The Great Fire Writer's Notebook: Nonfiction: from The Great Fire Online Literature Library: Nonfiction: Conversational Ballgames Student Edition: Nonfiction: Conversational Ballgames Writer's Notebook: Nonfiction: Conversational Ballgames Online Literature Library: Nonfiction: Alligator Student Edition: Nonfiction: Alligator Writer's Notebook: Nonfiction: Alligator Online Literature Library: Poetry Online Literature Library: Poetry: One Student Edition: Poetry: One Writer's Notebook: Poetry: One Online Literature Library: Poetry: Haiku Student Edition: Poetry: Haiku Writer's Notebook: Poetry: Haiku Online Literature Library: Poetry: The Fox Outwits the Crow Student Edition: Poetry: The Fox Outwits the Crow Writer's Notebook: Poetry: The Fox Outwits the Crow Online Literature Library: Poetry: I'm Nobody Student Edition: Poetry: I'm Nobody Writer's Notebook: Poetry: I'm Nobody Online Literature Library: Poetry: The Village Blacksmith Student Edition: Poetry: The Village Blacksmith Writer's Notebook: Poetry: The Village Blacksmith Online Literature Library: Poetry: Weather Student Edition: Poetry: Weather Writer's Notebook: Poetry: Weather Online Literature Library: Poetry: Martin Luther King Student Edition: Poetry: Martin Luther King Writer's Notebook: Poetry: Martin Luther King Online Literature Library: Poetry: Loo Wit Student Edition: Poetry: Loo Wit Writer's Notebook: Poetry: Loo Wit Online Literature Library: Short Stories Online Literature Library: Short Stories: The Bear Boy Student Edition: Short Stories: The Bear Boy Writer's Notebook: Poetry: Martin Luther King Online Literature Library: Short Stories: The Luckiest Time of All Student Edition: Short Stories: The Luckiest Time of All Writer's Notebook: Short Stories: The Luckiest Time of All Online Literature Library: Short Stories: from Letters from Rifka Student Edition: Short Stories: from Letters from Rifka Writer's Notebook: Short Stories: from Letters from Rifka Online Literature Library: Short Stories: Zoo Student Edition: Short Stories: Zoo Writer's Notebook: Short Stories: Zoo Online Literature Library: Short Stories: He--y, Come on Ou--t! Student Edition: Short Stories: He--y, Come on Ou--t! Writer's Notebook: Short Stories: He--y, Come on Ou--t! Online Literature Library: Short Stories: The Tale of the Mandarin Ducks Student Edition: Short Stories: The Tale of the Mandarin Ducks Writer's Notebook: Short Stories: The Tale of the Mandarin Ducks Online Literature Library: Short Stories: Seventh Grade Student Edition: Short Stories: Seventh Grade Writer's Notebook: Short Stories: Seventh Grade Online Literature Library: Short Stories: Suzy and Leah Student Edition: Short Stories: Suzy and Leah Writer's Notebook: Short Stories: Suzy and Leah Online Literature Library: Short Stories: Papa's Parrot Student Edition: Short Stories: Papa's Parrot Writer's Notebook: Short Stories: Papa's Parrot Teacher Resources Container Program Teacher Resources: Novel Resources Intended Role: Instructor Program Teacher Resources: Media and Interactive Whiteboard Activities Intended Role: Instructor Program Teacher Resources: Teacher's Edition: Skills Navigator Intended Role: Instructor Program Teacher Resources: Workbooks and Resources Intended Role: Instructor Program Teacher Resources: State Correlations and Resources Intended Role: Instructor Current Events Intended Role: Instructor Novels Intended Role: Instructor EssayScorer Intended Role: Instructor Tools: Professional Development Center Intended Role: Instructor Tools: Reading Maturity Metric Intended Role: Instructor Teacher's Edition: Common Core Literature Grade 7 Intended Role: Instructor Program News and Updates: ELA Dashboard Intended Role: Instructor How to Use This Program: Video Tutorials Intended Role: Instructor How to Use this Program: Assessment Overview Intended Role: Instructor How to Use This Program: User Guides Intended Role: Instructor How to Use This Program: Curriculum Builder Intended Role: Instructor Balanced Practice Test Grade 7 Answer Key Intended Role: Instructor College and Career Readiness Grade 7 Answer Key Intended Role: Instructor Balanced Informative/Explanatory Perf Task AK Intended Role: Instructor Balanced Narrative Performance Task AK Intended Role: Instructor Balanced Opinion/Argumentative Performance Task Intended Role: Instructor College/Career Readiness Lit Analysis Perf Task AK Intended Role: Instructor College/Career Readiness Narrative Perf Task AK Intended Role: Instructor College and Career Readiness Research Simulation Performance Task Intended Role: Instructor Beginning-of-Year Test: Grade and Unit Level Assessments Intended Role: Instructor Big Question and Workshop Resources: Introducing the Big Question Intended Role: Instructor Teacher's Edition: Introducing the Big Question Intended Role: Instructor Rubrics for Close Reading Learning Tasks Intended Role: Instructor Teacher's Edition: Close Reading Workshop Intended Role: Instructor Teacher's Edition: Focus on Craft and Structure Intended Role: Instructor Selection Worksheets and Assessments: Rikki-tikki-tavi Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Rikki-tikki-tavi Intended Role: Instructor Selection Worksheets and Assessments: Two Kinds, from The Joy Luck Club Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Two Kinds, from The Joy Luck Intended Role: Instructor Selection Worksheets and Assessments: The Third Wish Intended Role: Instructor Teacher's Edition: Time and Resource Manager: The Third Wish Intended Role: Instructor Selection Worksheets and Assessments: Ribbons Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Ribbons Intended Role: Instructor Selection Worksheets and Assessments: The Night the Bed Fell / Stolen Day Intended Role: Instructor Teacher's Edition: The Night the Bed Fell / Stolen Day Intended Role: Instructor Big Question and Workshop Resources: Language Study Intended Role: Instructor Teacher's Edition: Language Study: Using a Dictionary and Thesaurus Intended Role: Instructor Teacher's Edition: Speaking and Listening: Delivering an Oral Summary Intended Role: Instructor Big Question and Workshop Resources: Writing Process Intended Role: Instructor Teacher's Edition: Writing Process: Autobiographical Narrative Intended Role: Instructor Teacher's Edition: Assessment: Skills Intended Role: Instructor Selection Worksheets and Assessments: Anchor Text: Amigo Brothers Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Anchor Text: Amigo Brothers Intended Role: Instructor Selection Worksheets and Assessments: Get More From Competition Intended Role: Instructor Teacher's Edition: Get More From Competition Intended Role: Instructor Selection Worksheets and Assessments: Forget Fun, Embrace Enjoyment Intended Role: Instructor Teacher's Edition: Forget Fun, Embrace Enjoyment Intended Role: Instructor Selection Worksheets and Assessments: Video game competitiveness ... Intended Role: Instructor Teacher's Ed: Video game competitiveness, not violence, spurs aggression... Intended Role: Instructor Selection Worksheets and Assessments: Win Some, Lose Some Intended Role: Instructor Teacher's Edition: Win Some, Lose Some Intended Role: Instructor Selection Worksheets: Orlando Magic Intended Role: Instructor Teacher's Edition: Orlando Magic Intended Role: Instructor Teacher's Edition: Assessment: Synthesis Intended Role: Instructor Text Set Graphic Organizers: Assessment: Synthesis Intended Role: Instructor Online Text Set Teaching Guide: Unit 1 Intended Role: Instructor Online Text Set Teaching Guides: Unit 1 Intended Role: Instructor Online Text Set Teaching Guide: Unit 1 Intended Role: Instructor Grade and Unit Level Assessments Intended Role: Instructor Big Question and Workshop Resources: Introducing the Big Question Intended Role: Instructor Teacher's Edition: Introducing the Big Question Intended Role: Instructor Rubrics for Close Reading Learning Tasks Intended Role: Instructor Teacher's Edition: Close Reading Workshop Intended Role: Instructor Teacher's Edition: Focus on Craft and Structure Intended Role: Instructor Selection Worksheets and Assessments: Demeter and Persephone Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Demeter and Persephone Intended Role: Instructor Selection Worksheets and Assessments: Popocatepetl and Ixlaccihuatl Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Popocatepetl and Ixlaccihuatl Intended Role: Instructor Selection Worksheets and Assessments: Sun and Moon in a Box Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Sun and Moon in a Box Intended Role: Instructor Selection Worksheets and Assessments: The People Could Fly Intended Role: Instructor Teacher's Edition: Time and Resource Manager: The People Could Fly Intended Role: Instructor Worksheets: The Voyage, Tales from the Odyssey/To the Top of Everest Intended Role: Instructor Teacher's Edition: The Voyage, Tales from the Odyssey Intended Role: Instructor Teacher's Edition: Language Study: Figurative Language Intended Role: Instructor Big Question and Workshop Resources: Writing Process Intended Role: Instructor Teacher's Edition: Speaking and Listening: Research Presentation Intended Role: Instructor Teacher's Edition: Writing Process: Cause-and-Effect Essay Intended Role: Instructor Big Question and Workshop Resources Intended Role: Instructor Teacher's Edition: Assessment: Skills Intended Role: Instructor Selection Worksheets and Assessments: Anchor Text: My First Free Summer Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Anchor Text: My First Free Su Intended Role: Instructor Selection Worksheets and Assessments: How I Learned English Intended Role: Instructor Teacher's Edition: How I Learned English Intended Role: Instructor Selection Worksheets and Assessments: mk Intended Role: Instructor Teacher's Edition: mk Intended Role: Instructor Teacher's Edition: Discovering a Paper Son Intended Role: Instructor Selection Worksheets and Assessments: Discovering a Paper Son Intended Role: Instructor Selection Worksheets and Assessments: Grandpa and the Statue Intended Role: Instructor Teacher's Edition: Grandpa and the Statue Intended Role: Instructor Selection Worksheets and Assessments: Melting Pot Intended Role: Instructor Teacher's Edition: Melting Pot Intended Role: Instructor Selection Worksheets: Census Data on Immigration Intended Role: Instructor Teacher's Edition: Census Data on Immigration Intended Role: Instructor Teacher's Edition: Assessment: Synthesis Intended Role: Instructor Text Set Graphic Organizers: Assessment: Synthesis Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Grade and Unit Level Assessments Intended Role: Instructor Big Question and Workshop Resources: Introducing the Big Question Intended Role: Instructor Teacher's Edition: Introducing the Big Question Intended Role: Instructor Rubrics for Close Reading Learning Tasks Intended Role: Instructor Teacher's Edition: Close Reading Workshop Intended Role: Instructor Teacher's Edition: Focus on Craft and Structure Intended Role: Instructor Selection Worksheets and Assessments: Life Without Gravity Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Life Without Gravity Intended Role: Instructor Selection Worksheets and Assessments: I Am a Native of North America Intended Role: Instructor Teacher's Edition: Time and Resource Manager: I Am a Native of North Americ Intended Role: Instructor Selection Worksheets and Assessments: All Together Now Intended Role: Instructor Teacher's Edition: Time and Resource Manager: All Together Now Intended Role: Instructor Selection Worksheets and Assessments: Rattlesnake Hunt Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Rattlesnake Hunt Intended Role: Instructor Selection Worksheets and Assessments: Comparing Texts: Barrio Boy / A Day's Intended Role: Instructor Teacher's Edition: Comparing Texts: Barrio Boy / A Day's Wait Intended Role: Instructor Big Question and Workshop Resources: Language Study Intended Role: Instructor Teacher's Edition: Language Study: Word Origins Intended Role: Instructor Teacher's Ed: Speaking and Listening: Evaluating a Persuasive Presentation Intended Role: Instructor Big Question and Workshop Resources: Writing Process Intended Role: Instructor Teacher's Edition: Writing Process: Argumentative Essay Intended Role: Instructor Teacher's Edition: Assessment: Skills Intended Role: Instructor Selection Worksheets and Assessments: Anchor Text: No Gumption Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Anchor Text: No Gumption Intended Role: Instructor Selection Worksheets and Assessments: Intrinsic Motivation Doesn't Exist, R Intended Role: Instructor Teacher's Edition: Intrinsic Motivation Doesn't Exist, Researcher Says Intended Role: Instructor Selection Worksheets and Assessments: The Cremation of Sam McGee Intended Role: Instructor Teacher's Edition: The Cremation of Sam McGee Intended Role: Instructor Selection Worksheets and Assessments: A Special Gift - The Legacy of "Snowf Intended Role: Instructor Teacher's Edition: A Special Gift - The Legacy of "Snowflake" Bentley Intended Role: Instructor Selection Worksheets and Assessments: All Stories Are Anansi's Intended Role: Instructor Teacher's Edition: All Stories Are Anansi's Intended Role: Instructor Selection Worksheets: Maslow's Theory of Motivation and Human Needs Intended Role: Instructor Teacher's Edition: Image: Maslow's Theory of Motivation and Human Needs Intended Role: Instructor Teacher's Edition: Assessment: Synthesis Intended Role: Instructor Text Set Graphic Organizers: Assessment: Synthesis Intended Role: Instructor Online Text Set Teaching Guide: Unit 2 Intended Role: Instructor Online Text Set Teaching Guide: Unit 2 Intended Role: Instructor Online Text Set Teaching Guide: Unit 2 Intended Role: Instructor Grade and Unit Level Assessments Intended Role: Instructor Teacher's Edition: Introducing the Big Question Intended Role: Instructor Big Question and Workshop Resources Intended Role: Instructor Rubrics for Close Reading Learning Tasks Intended Role: Instructor Teacher's Edition: Close Reading Workshop Intended Role: Instructor Teacher's Edition: Focus on Craft and Structure Intended Role: Instructor Selection Worksheets and Assessments: Poetry Collection 1 Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Poetry Collection 1 Intended Role: Instructor Selection Worksheets and Assessments: Poetry Collection 3 Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Poetry Collection 3 Intended Role: Instructor Selection Worksheets and Assessments: Poetry Collection 4 Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Poetry Collection 4 Intended Role: Instructor Selection Worksheets and Assessments: Comparing Texts: Miracles / in Just-- Intended Role: Instructor Teacher's Edition: Comparing Texts: Miracles / in Just-- Intended Role: Instructor Big Question and Workshop Resources: Language Study Intended Role: Instructor Teacher's Edition: Language Study: Words With Multiple Meanings Intended Role: Instructor Teacher's Ed: Speaking and Listening: Evaluating Media Messages, Advertisem Intended Role: Instructor Teacher's Edition: Writing Process: Comparison-and-Contrast Essay Intended Role: Instructor Big Question and Workshop Resources: Writing Process Intended Role: Instructor Teacher's Edition: Assessment: Skills Intended Role: Instructor Selection Worksheets and Assessments: Poetry Collection 2 Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Poetry Collection 2 Intended Role: Instructor Selection Worksheets and Assessments: Anchor Text: The Highwayman Intended Role: Instructor Teacher's Edition: Time and Resource Manager: Anchor Text: The Highwayman Intended Role: Instructor Selection Worksheets and Assessments: Carnegie Hero Fund Commission Intended Role: Instructor Teacher's Edition: Carnegie Hero Fund Commission Intended Role: Instructor Selection Worksheets and Assessments: The Myth of the Outlaw Intended Role: Instructor Teacher's Edition: The Myth of the Outlaw Intended Role: Instructor Selection Worksheets and Assessments: The Real Story of a Cowboy's Life Intended Role: Instructor Teacher's Edition: The Real Story of a Cowboy's Life Intended Role: Instructor Selection Worksheets and Assessments: After Twenty Years Intended Role: Instructor Teacher's Edition: After Twenty Years Intended Role: Instructor Selection Worksheets and Assessments: Harriet Tubman Intended Role: Instructor Teacher's Edition: Harriet Tubman Intended Role: Instructor Selection Worksheets: Harriet Tubman Wanted Poster Intended Role: Instructor Teacher's Edition: Harriet Tubman Wanted Poster Intended Role: Instructor Teacher's Edition: Assessment: Synthesis Intended Role: Instructor Text Set Graphic Organizers: Assessment: Synthesis Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Grade and Unit Level Assessments Intended Role: Instructor Mid-Year Summative Test:: Grade and Unit Level Assessments Intended Role: Instructor Big Question and Workshop Resources: Introducing the Big Question Intended Role: Instructor Teacher's Edition: Introducing the Big Question Intended Role: Instructor Rubrics for Close Reading Learning Tasks Intended Role: Instructor Teacher's Edition: Close Reading Workshop Intended Role: Instructor Teacher's Edition: Focus on Craft and Structure Intended Role: Instructor Selection Worksheets and Assessments: A Christmas Carol: Scrooge and Marley Intended Role: Instructor Teacher's Edition: Time and Resource Manager: A Christmas Carol: Scrooge an Intended Role: Instructor Selection Worksheets and Assessments: A Christmas Carol: Scrooge and Marley Intended Role: Instructor Teacher's Edition: Time and Resource Manager : A Christmas Carol Intended Role: Instructor Worksheets: Comparing Texts: Zoos: Joys or Jails?/Why Do We Need Zoos? Intended Role: Instructor Teacher's Ed: Comparing Texts: Zoos: Joys or Jails?/Why Do We Need Zoos? Intended Role: Instructor Big Question and Workshop Resources: Language Study Intended Role: Instructor Teacher's Edition: Language Study: Connotation and Denotation Intended Role: Instructor Teacher's Edition: Speaking and Listening: Conducting an Interview Intended Role: Instructor Big Question and Workshop Resources: Writing Process Intended Role: Instructor Teacher's Edition: Writing Process: Review of a Short Story Intended Role: Instructor Teacher's Edition: Assessment: Skills Intended Role: Instructor Selection Worksheets and Assessments: The Monsters Are Due on Maple Street Intended Role: Instructor Teacher's Edition: Time and Resource Manager: The Monsters Are Due on Maple Intended Role: Instructor Selection Worksheets and Assessments: All Summer in a Day Intended Role: Instructor Teacher's Edition: All Summer in a Day Intended Role: Instructor Selection Worksheets and Assessments: Joseph R. McCarthy Intended Role: Instructor Teacher's Edition: Joseph R. McCarthy Intended Role: Instructor Selection Worksheets and Assessments: The Salem Witch Trials of 1692 Intended Role: Instructor Teacher's Edition: The Salem Witch Trials of 1692 Intended Role: Instructor Selection Worksheets and Assessments: Herd Mentality? The Freakonomics of B Intended Role: Instructor Teacher's Edition: Herd Mentality? The Freakonomics of Boarding a Bus Intended Role: Instructor Selection Worksheets and Assessments: Follow the Leader: Democracy in Herd Intended Role: Instructor Teacher's Edition: Follow the Leader: Democracy in Herd Mentality Intended Role: Instructor Selection Worksheets: Martin Luther King, Jr. Memorial Intended Role: Instructor Teacher's Edition: Martin Luther King, Jr. Memorial Intended Role: Instructor Teacher's Edition: Assessment: Synthesis Intended Role: Instructor Text Set Graphic Organizers: Assessment: Synthesis Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Online Text Set Teaching Guide Intended Role: Instructor Grade and Unit Level Assessments Intended Role: Instructor End-of-Year Summative Test:: Grade and Unit Level Assessments Intended Role: Instructor Tools Tools: ACTIVe-book Tools: Research Center Tools: Accessible Student Edition