Linden Community Schools

STRAND: MEANING AND COMMUNICATION

Content Standard 1: All students will read and comprehend general and technical material.

Benchmark 1: Use reading for multiple purposes, such as enjoyment, clarifying information and learning complex procedures

Grade: Seventh (07) Grade

Benchmark

Performance Description

Recommended Activities

Recommends Assessments

R.CM.07.04

• Apply significant knowledge from what has been read in grade level appropriate science and social studies texts.

See science/social studies curriculum

Using AIM, the teacher helps students organize information relating to a universal theme, using a variety of texts. The teacher models AIM and note taking while presenting an audiotape to the whole group. The teacher leads a summary of the tape and facilitates small group readings of related materials. Groups repeat the AIM process and independently summarize orally. Whole group synthesis links the various components of discussion to the universal theme. Then students choose an individual reading from a selected list repeating the AIM strategy, finishing with a summary.

Comprehension/vocabulary

Students respond to a scenario, incorporating thematic ideas from at least two of the three selections. The response includes evidence of organization and supporting details from the selections. Scoring Rubric

4	3	2	1
Effectively synthesizes and applies generalizations and key ideas from two or more texts in a clear and focused manner.	Learner synthesizes and applies key ideas and generalizations from one text in a focused manner.	Learner applies key ideas from one text.	Little or no evidence of synthesis.
Thematic ideas and content are organized extensively developed and appropriately supported by examples and details.	Thematic ideas and content are organized, developed and supported by details.	Thematic ideas are disorganized or missing supportive details.	Thematic ideas are missing or stated without supportive details.
Relationships among texts are strongly connected through the theme.	Relationships among texts are weakly connected through the theme.	Weak relationships among the text are not tied to the theme.	Missing relationships among the texts and no theme present.
Mastery of language use and writing conventions contribute to the overall effectiveness of the presentation.	Language use and writing conventions need improving in order to contribute to the presentation’s effectiveness.	Language and writing conventions detract from the effectiveness of the presentation.	Language and writing conventions deviate from conventional standards, making reading difficult.

R.AT.07.01

• Be enthusiastic about reading and do substantial reading on their own.

Offer a free read day in which students choose the source they want to read from.

Teacher observation/spot check for responsibility

S.DS.07.01

• Engage in interactive, extended discourse to socially construct meaning (e.g., book clubs, literature circles. partnerships, or other conversation protocols).

Discuss questions and/or information from materials being read. Whole/small group discussion.

Journals/reading response

R.NT.07.01

• Identify and discuss how the tensions among characters, communities, themes, and issues in classic and contemporary literature recognized for quality and literary merit are related to their own experiences.

Identify story elements. Venn diagram/compare and contrast chart

Compare/contrast paragraph

Venn diagram

R.NT.07.02

• Analyze elements and style of narrative genres (e.g., mystery, poetry, memoir, drama, myths, legends).

Examine/classify story element components using a story map. Read information with consideration to different genre styles.

Collect/discuss story maps

Linden Community Schools

STRAND: MEANING AND COMMUNICATION

Content Standard 1: All students will read and comprehend general and technical material.

Benchmark 2: Read with developing fluency a variety of texts, such as short stories, novels, poetry, plays, textbooks, manuals and periodicals.

Grade: Seventh (07) Grade

Benchmark

Performance Description

Recommended Activities

Recommends Assessments

R.WS.07.02

• Use structural, syntactic, and semantic analysis to recognize unfamiliar words in context (e.g., idioms, analogies, metaphors, similes, knowledge of roots and affixes, major word chunks/rimes, syllabication).

Vocabulary strategies- Word sorts/wordlists/word chunking/word recognition

Using oral readings and the Say Something strategy, The teacher helps students develop reading fluency. The teacher states a definition of fluency and models orally from various texts. The teacher illustrates Say Something summations from each entry and facilitates whole class discussions on themes, problems, and alternative solutions. Partners then practice the two-part process using different selections. The teacher circulates as facilitator and closes with a whole group discussion of Say Something results.

Students orally read in pairs as the teacher observes. The teacher completes a five-point checklist of the fluency. While one student reads the other prepares a Say Something. Then they switch roles. After the oral readings conclude, the Say Somethings are submitted. Scoring Rubric - Five Point Checklist

	Exceeds	Meets	Needs Improvement
1. Pace
2. Intonation
3. Appropriate Pauses
4. Accuracy
5. Decoding

R.WS.07.03

• Recognize frequently encountered words automatically.

Word list/glossary/vocabulary words

Present 1000 most used written words.

Vocabulary Tests

R.WS.07.06

• Read fluently seventh grade level texts (increasingly demanding texts read with fluency as the year proceeds).

Repeated readings/ Read alouds/ pattern reading/ choral reading / Timed reading (cold read/hot read)

Informal teacher observation

Linden Community Schools

STRAND: MEANING AND COMMUNICATION

Content Standard 1: All students will read and comprehend general and technical material.

Benchmark 3: Employ multiple strategies to construct meaning, such as generating questions, studying vocabulary, analyzing mood and tone, recognizing how authors use information, generalizing ideas, matching form to content and developing reference skills.

Grade: Seventh (07) Grade

Benchmark	Performance Description	Recommended Activities	Recommends Assessments
R.WS.07.05	• Apply strategies to construct meaning and identify unknown words.	Context clues/ structural decoding strategies The teacher helps students construct meaning from text using SQ3R. The teacher introduces SQ3R and models the process using an informational selection. Graphic organizers are introduced in the whole group review followed by a guided discussion. Using a new selection, students practice SQ3R with a partner and complete a graphic organizer. They return to whole group discussion to answer teacher-generated questions. With a third selection, students independently complete own graphic organizer using the SQ3R process	Students demonstrate effective use of information in a selected-response format using organized information in the graphic organizers. The teacher writes four multiple choice questions.
R.MT.07.01	• Independently self-monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretative discussions (e.g., predicting, constructing mental images representing ideas in text questioning, rereading or listening again if uncertain about meaning, inferring, summarizing).	Listen to text on tape Reading response journals Reading Workshop Picture based predictions and skimming	Journals/letters written to teacher Class discussions
R.MT.07.02	• Plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills (e.g., SQP3R, pattern guides).	SQ3R comprehension strategies KWL charts QAR	Collect assignments
R.WS.07.04	• Know the meaning of frequently encountered words in written and oral contexts (research to support specific words).	Vocabulary	Vocabulary test/assignment