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Quinn Kersey Typ
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Welcome to 7th grade language
arts. I am excited to be working with each of you this year. I hope you are ready
to start the new year with a great attitude, and a willingness to learn. I hope that we will have a great year
working together. Here is a list of concepts we will be covering throughout
the year: |
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Seventh
Grade Benchmarks/Indicators (Reading) Performance Indicators
State As documented through state
assessment - At
Level 1, the student is able to 7.1.spi.1. derive information from the following text
features: timelines, graphs, headings, and subheadings within context. 7.1.spi.2. determine the meaning of unknown words and/or
multiple meaning words through the use of context clues. 7.1.spi.3. replace unknown words in context with
appropriate synonyms or antonyms. 7.1.spi.4. make predictions about the outcome of a given
passage. 7.1.spi.5. formulate clarifying questions for use before,
during, or after reading. 7.1.spi.6. identify the main idea in a reading selection. 7.1.spi.7. distinguish between fact and opinion within
context. 7.1.spi.8. decode unknown grade level words in context,
using previously learned strategies, such as analysis of affixes, as aids in
determining meaning. 7.1.spi.9. recognize first person point of view. At
Level 2, the student is able to 7.1.spi.10. recognize and use grade appropriate and/or
content specific vocabulary within context. 7.1.spi.11. identify plot elements in the proper place on
a graphic organizer. 7.1.spi.12. locate information using keywords and
headings. 7.1.spi.13. distinguish between poetry and prose and
between biography and autobiography. 7.1.spi.14. select the correct word or phrase to complete
an analogy using synonyms, antonyms, categories, subcategories, whole/part,
functions, verb forms, and rhymes. 7.1.spi.15. identify commonly used foreign phrases (e.g., bon
voyage, mi casa es su casa, bon jour, hasta la vista). 7.1.spi.16. draw inferences from selected passages. 7.1.spi.17. identify the author's purpose for writing
and/or the reader's purpose for reading. 7.1.spi.18. analyze the cause and effect relationship in a
given passage. 7.1.spi.19. identify examples of propaganda techniques
(i.e., bandwagon, loaded words, testimonials). 7.1.spi.20. determine the common characteristics of short
stories, novels, poetry, drama, and non-fiction. 7.1.spi.21. recognize implied themes. 7.1.spi.22. identify similes, metaphors, personification,
and hyperbole within context. 7.1.spi.23. analyze the effect within context of the sound
devices of onomatopoeia, alliteration, accent, rhyme, and repetition. At
Level 3, the student is able to 7.1.spi.24. recognize and identify words within context
that reveal particular time periods and cultures. 7.1.spi.25. identify at least two ways by which an author
reveals character traits in a given passage. 7.1.spi.26. identify symbolism, flashback, and foreshadowing
within context. 7.1.spi.27. rank a given set of resources according to
reliability. 7.1.spi.28. identify examples of sound devices
(e.g., rhyme, alliteration, slant rhyme, repetition, and internal rhyme) in
context. Seventh Grade Benchmarks/Indicators
(Writing) Performance Indicators
State As documented through state
assessment - At
Level 1, the student is able to 7.2.spi.1. complete a graphic organizer (i.e., clustering,
listing, mapping, and webbing) with information from notes for a writing
selection. 7.2.spi.2. select appropriate time-order or transitional
words/phrases to enhance the flow of a writing sample. 7.2.spi.3. identify the purpose for writing (i.e., to
inform, to describe, to explain, to persuade) . 7.2.spi.4. identify the audience (formal/informal) for
which text is written. 7.2.spi.5. select an appropriate concluding sentence for a
well-developed paragraph. 7.2.spi.6. supply a missing piece of information in an
outline. At
Level 2, the student is able to 7.2.spi.7. rearrange multi-paragraphed work in a logical
and coherent order. 7.2.spi.8. identify individual written selections as
technical, narrative, persuasive and /or descriptive in mode. 7.2.spi.9. select an appropriate thesis statement for a
writing sample. 7.2.spi.10. select the best way to combine sentences to
provide syntactic variety within context. 7.2.spi.11. identify the sentence(s) irrelevant to a
paragraph's theme or flow. 7.2.spi.12. choose the supporting sentence that best fits
the context and flow of ideas in a paragraph. 7.2.spi.13. select the most appropriate title for a
passage. At
Level 3, the student is able to 7.2.spi.14. identify levels of reliability among resources
(e.g., eyewitness account, newspaper account, supermarket tabloid account,
and Internet source). 7.2.spi.15. select illustrations, explanations, anecdotes,
descriptions, and/or facts to support key ideas. Seventh
Grade Benchmarks/Indicators (Elements of Language) Performance Indicators
State As documented through state
assessment - At
Level 1, the student is able to 7.3.spi.1. identify the correct use of commas (i.e.,
compound sentences, coordinating conjunctions, introductory words,
appositives, and interrupters) within context. 7.3.spi.2. recognize usage errors occurring within context
(e.g., double negatives, troublesome words: to, too, two; their, there,
they're; lie, lay; sit, set). 7.3.spi.3. identify the correct use of colons (i.e., in
business letters, preceding a list of items) within context. 7.3.spi.4. choose the correct use of quotation marks and
commas (i.e., in direct quotations, with explanatory material within the
quote, proper use with end marks). At
Level 2, the student is able to 7.3.spi.5. identify the correct use of nouns (i.e.,
common/proper, singular/plural, possessives, direct/indirect objects,
predicate) , pronouns (i.e., agreement, reflexive, interrogative, and
demonstrative), verbs (i.e., action/linking, regular/irregular, agreement,
perfect tenses, verb phrases), adjectives (i.e., common/proper, comparative
and superlative forms, adjective clauses), adverbs (i.e., comparative and
superlative forms), interjection and conjunctions (i.e., coordinating,
correlative, and subordinating) within context. 7.3.spi.6. identify within context a variety of appropriate
sentence-combining techniques (i.e., comma + coordinating conjunction, use of
semicolon, introductory phrases and/or clauses). 7.3.spi.7. identify the correct use of prepositions and
prepositional phrases within context. 7.3.spi.8. select the most appropriate method to correct a
run-on sentence (i.e., conjunctions, semicolons, and periods to join or
separate elements) within context. 7.3.spi.9. identify correctly or incorrectly spelled words
in context. At
Level 3, the student is able to 7.3.spi.10. identify the correct use of appositives and
appositive phrases and infinitives and infinitive phrases within context. 7.3.spi.11. select the appropriate use of
underlining/italicizing with titles, specific words, numbers, and letters. For more information you can visit the state website at: http://www.tennessee.gov/education/ci/english/grade_7.shtml |
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