Grade 7 Literacy Pacing Guide - KCKLanguageArts - home7+Literacy... · pace, phrasing, intonation, and rhythm of speech ... rising action, falling action, subplots, and parallel episodes).

▲ – assessed indicator on state assessment brackets [ ] – should be assessed in the classroom – repeated standard Last updated 8/6/2010 1

Grade 7 Literacy 1st Quarter

KCK Standards Unit of Study Checkpoint Assessment Classroom-Based Assessment Resources

FICTION AND NONFICTION I Summary Overview: Fiction: This unit will focus on developing the skills of reading and responding to fiction. By the end of the unit, students will understand how a story is structured by plot elements (e.g., exposition, rising action, climax, falling action, and resolution). Students also will develop an understanding of setting, mood and characterization. Throughout this unit, students will develop the skill of comparison and contrast as it specifically relates to character traits and motives, how the problem changes over time, and setting.

Nonfiction: This unit will focus on reading and comprehension of non-fictional text through the exploration of the concepts of author’s purpose, summarization of text using main idea, and reading fluency. For vocabulary instruction, students will learn how knowledge of prefixes can help them decode unknown words

New Concepts: Story Elements, Setting and Mood, Characterization, Compare/Contrast, Author’s Purpose

Word Structure: Prefixes: a, be, mid, post, semi, super

Suggested Writing Checkpoint: Short Story Recommended Time Frame: August 16–September 13 15 instructional days

KCK10R070109 Determine the meaning of figurative language, including similes, metaphors, analogies, hyperbole, onomatopoeia, and personification, and identify idioms in a passage, using context clues (▲R7.1.3.4, ACT) ° I can determine the meaning of an

idiom in a piece of text. ° I can determine the use of hyperbole in

a text.

KCK10R070117 Compare and contrast varying aspects, like characters’ traits and motives, themes, problem-solution, cause-and-effect relationships, ideas and concepts, procedures, viewpoints, and authors’ purposes, within and across grade-level appropriate passages (▲R7.1.4.7, ACT) ° I can compare and contrast characters’

traits and motives, themes, problem-solution, cause and effect relationships, ideas and concepts, procedures, viewpoints, and authors’ purposes.

KCK10R070126a Describe the physical traits, personality traits, feelings, actions, and motives of major and minor characters in grade-level-appropriate passages (▲R7.2.1.1, ACT) ° I can describe and explain the different

aspects (physical traits, personality traits, feelings, actions, motives, interactions and conflict resolution) of major and minor characters in a piece of text.

KCK10R070101 [Use knowledge of conventions and text features to read fluently (R7.1.2.1)] ° I can use my understanding of conventions

and text features to help me read fluently.

KCK10R070102 [Read expressively with appropriate pace, phrasing, intonation, and rhythm of speech (R7.1.2.2)] ° I can read expressively with appropriate

pace, phrasing, intonation, and rhythm.

KCK10R070103 [Read fluently, using knowledge of complex sentence structure (R7.1.2.3)] ° I can use my knowledge of complex

sentence structure to help me read fluently.

KCK10R070104 [Read fluently, using a variety of word-recognition strategies, such as orthographic patterns and reading and writing text (R7.1.2.4)] ° I can use word-recognition strategies to help

me read fluently.

KCK10R070108 Determine the meaning of words in a passage through contextual and structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words in science, mathematics, and social studies (▲R7.1.3.3, ACT) ° I can use my knowledge of prefixes,

suffixes, and roots to determine the meaning academic vocabulary.

KCK10R070109 Determine the meaning of figurative language,

PRIMARY RESOURCE: Textbook: Elements of Literature Publisher: Holt “Rikki Tikki Tavi” pp. 140-159 KCK10R070117 (compare and contrast) KCK10R070119 KCK10R070126a (physical and personality traits of major and minor characters) KCK10R070126b KCK10R070128a KCK10R070128b “Amigo Brothers” pp. 14-29 KCK10R070117 KCK10R070126a KCK10R070126b KCK10R070128a KCK10R070128b “Song of the Trees” pp. 42-61 KCK10R070109 KCK10R070117 KCK10R070126a KCK10R070126b KCK10R070127a KCK10R070127b KCK10R070128a KCK10R070127b “Mason-Dixon” pp. 62-73 KCK10R070109 KCK10R070117 KCK10R070119 KCK10R070126a KCK10R070126b KCK10R070128a KCK10R070129b


KCK10R070126b Explain how the physical traits, personality traits, feelings, actions, and motives of major and minor characters influence, characters’ interactions with other characters and elements of the plot, including conflict resolution, in grade-level-appropriate passages (▲R7.2.1.1, ACT) ° I can describe and explain the different

aspects (e.g., physical traits, personality traits, feelings, actions, motives, interactions and conflict resolution) of major and minor characters in a piece of text.

KCK10R070127a Determine and explain the importance of the setting, such as the environment, time of day or year, historical period, situation, and place, in grade-level-appropriate passages (▲R7.2.1.2, ACT) ° I can determine and explain the

importance of setting (environment, time of day or year, historical period, situation and place).

KCK10R070127b Analyze connections between the setting and other story elements, like character and plot, in grade-level-appropriate passages (▲R7.2.1.2, ACT) ° I can analyze connections between the

setting and other story elements.

KCK10R070128a Determine and explain the importance of major and minor elements of the plot, including problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes, in grade-level-appropriate passages (▲R7.2.1.3, ACT) ° I can determine and explain the

importance and the relationships of

including similes, metaphors, analogies, hyperbole, onomatopoeia, and personification, and identify idioms in a passage, using context clues (▲R7.1.3.4, ACT) ° I can determine the meaning of an idiom in

a piece of text. ° I can determine the use of hyperbole in a

text.

KCK10R070121 Infer the relationship between elements of an author’s style in a passage, including word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism, and the author’s purpose for writing the passage (▲R7.1.4.11, R7.2.1.5, ACT) ° I can infer the relationship between the

author’s elements of word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone, mood, symbolism, and author’s purpose for writing the text.

KCK10R070211 [SENTENCE FLUENCY: Use effective and convincing dialogue that sounds conversational and natural in narrative and persuasive writing (W7.1.1.14, W7.1.4.17)] ° I can use effective and convincing dialogue

that sounds conversational and natural.

KCK10R070217 [CONVENTIONS: Correctly spell familiar and most unfamiliar words using available resources, such as the dictionary and spell check, in narrative, expository, technical, and persuasive writing (W7.1.1.18, W7.1.2.21, W7.1.3.17, W7.1.4.20)] ° I can correctly spell familiar and most

unfamiliar words using available resources, such as the dictionary and spell check.

KCK10R070218 [CONVENTIONS: Use correct paragraph divisions to reinforce the organizational

(setting can easily by added) “Empress Theodora” pp. 94-100 KCK10R070117 KCK10R070119 “Hippodrome” pp. 102-117 KCK10R070117 KCK10R070119 “Unforgettable Journey” pp. 30-41 KCK10R070126a KCK10R070126b KCK10R070128a KCK10R070128b Fill The Gap Lessons: KCK10R070109 (figurative language) KCK10R070119 (paraphrase & summarize) TARGETSTRATEGIES®: KCK10R070117 KCK10R070127a KCK10R070127b ADDITIONAL RESOURCES: Read XL “The Escape” Comparing text selections in each collection TARGETFUNDAMENTALS™: R7.3 – recognize the meaning of grade-level-appropriate prefixes and suffixes R7.6 – describe the author’s use of the main literary elements (e.g., characterization, setting, problem/resolution) in a fictional passage R7.7 – determine the main idea of a nonfictional passage R7.11 – identify cause-and-effect relationships in a passage


major and minor plot elements (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes).

KCK10R070128b Determine and explain the importance of relationships between problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes in grade-level-appropriate passages (▲R7.2.1.3, ACT) ° I can determine and explain the

importance and the relationships of major and minor plot elements (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes).

structure in narrative, expository, and persuasive writing (W7.1.1.19, W7.1.2.22, W7.1.4.21) ° I can use correct paragraph divisions to

reinforce the organizational structure in narrative, expository, and persuasive writing.

KCK10R070224 [PROCESS: Use prewriting activities to help narrow topic and generate ideas for a piece of writing] ° I can use prewriting activities to help narrow

a topic and generate ideas for writing.

KCK10R070225 [PROCESS: Create a rough draft around a focused topic] ° I can create a rough draft around a focused

topic.

KCK10R070226 [PROCESS: Revise a rough draft through conferencing and the use of a rubric] ° I can revise a rough draft through

conferencing and the use of a rubric.

KCK10R070227 [PROCESS: Edit papers for punctuation, capitalization, spelling, and grammar] ° I can edit papers for punctuation,

capitalization, spelling, and grammar.

KCK10R070228 [PROCESS: Produce a published/final copy of work] ° I can create a final copy of work.

R7.13 – make generalizations regarding a character’s actions in a passage R7.14 – make generalizations regarding events in a passage R7.17 – apply rules of standard English grammar to a variety of writing applications R7.21 – describe the functions of common end marks of punctuation and apply them correctly R7.22 – differentiate between types of sentences (declarative, interrogative, imperative, and exclamatory) R7.23 – identify comparative and superlative adjectives R7.25 – identify subject-verb agreement in a sentence

KCK10R070119 Use paraphrasing and organizational skills to summarize information, including stated and implied main ideas, main events, and important details, from narrative, expository, persuasive, and technical passages (▲R7.1.4.9, ACT) ° I can organize and restate main idea

and supporting details in my own

KCK10R070105 [Adjust my reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts (R7.1.2.5)] ° I can adjust my reading rate to support

comprehension when reading a variety of texts.


words for all text types (e.g., narrative, technical, expository, persuasive).

KCK10R070113 [Make, revise, and confirm predictions in a variety of passages, using prior knowledge, context, and text features (R7.1.4.3)] ° I can use prior knowledge, context, and text

features to make, revise, and confirm predictions in a variety of passages.

Checkpoint Assessment #1; Suggested Writing Checkpoint – Short Story Window for Testing: September 14–17, 20


Grade 7 Literacy 1st Quarter


FICTION AND NONFICTION II Summary Overview: In this unit, students will explore how the literary devices of foreshadowing, flashback, and point of view are used in fictional text. Students will also develop the skills of sequencing and cause and effect, as it relates to narrative and informational text. Throughout this unit, students will review the concepts of story elements, setting, summarization, main idea, and practice reading fluency. As a part of vocabulary instruction, students will learn the use of connotation and denotation and learn new root words (e.g., aero, aqua, biblio, bio, chron, dem, geo and graph).

New Concepts: Cause and effect in relation to narrative and informational text, sequencing in narrative and informational text, author’s purpose for using foreshadowing and flashback, connotation and denotation

Word Structure: Aero, aqua, biblio, bio, chron, dem, geo, graph Concepts for Review: Story Elements, Summarization, Reading Fluency, Previously learned prefixes and suffixes Recommended Time Frame: September 21–October 12 15 instructional days

KCK10R070110 Identify word connotations and denotations in a passage (R7.1.3.5, ACT) ° I can identify word connotations and

denotations in a passage.

KCK10R070116 Analyze how text structure, including sequence, problem-solution, comparison and contrast, description, and cause and effect, helps support comprehension of a variety of passages (▲R7.1.4.6, ACT) ° I can explain how text structure

assists in comprehending different types of passages.

KCK10R070118 Identify and explain clear cause-and-effect relationships in a variety of narrative, expository, technical, and persuasive passages (▲R7.1.4.8, ACT) ° I can identify and explain clear

cause-and-effect relationships in a variety of narrative, expository, technical, and persuasive passages.

KCK10R070119 Use paraphrasing and organizational skills to summarize information, including stated and implied main ideas, main events, and important details, from narrative, expository, persuasive, and technical passages (▲R7.1.4.9, ACT) ° I can organize and restate main idea

and supporting details in my own words for all text types (e.g., narrative, technical, expository, persuasive).

KCK10R070120

KCK10R070101 [Use knowledge of conventions and text features to read fluently (R7.1.2.1)] ° I can use my understanding of conventions and

text features to help me read fluently.

KCK10R070102 [Read expressively with appropriate pace, phrasing, intonation, and rhythm of speech (R7.1.2.2)] ° I can read expressively with appropriate pace,

phrasing, intonation, and rhythm.

KCK10R070103 [Read fluently, using knowledge of complex sentence structure (R7.1.2.3)] ° I can use my knowledge of complex sentence

structure to help me read fluently.

KCK10R070104 [Read fluently, using a variety of word-recognition strategies, such as orthographic patterns and reading and writing text (R7.1.2.4)] ° I can use word-recognition strategies to help me

read fluently.



KCK10R070111 [Identify the characteristics of narrative, expository, technical, and persuasive passages (R7.1.4.1)] ° I can identify the characteristics of narrative,

expository, technical, and persuasive passages.

KCK10R070113 [Make, revise, and confirm predictions in a variety of passages, using prior knowledge, context, and text features (R7.1.4.3)]

PRIMARY RESOURCE: Textbook: Elements of Literature Collection 2 Publisher: Holt Fill The Gap Lessons: TARGETSTRATEGIES®: KCK10R070110 KCK10R070128a KCK10R070128b KCK10R070120 ADDITIONAL RESOURCES: TARGETFUNDAMENTALS™: R7.2 – distinguish between the denotative and connotative meaning of words R7.7 – determine the main idea of a nonfictional passage R7.9 – differentiate between the main idea and supporting ideas in a passage R7.11 – identify cause-and-effect relationships in a passage R7.18 – apply the steps of a traditional five-step writing process R7.26 – identify the principal parts of grade-level-appropriate regular and irregular verbs R7.27 – recognize and apply learned capitalization rules in the context of a passage R7.28 – recognize and apply past, present, and future tenses of verbs in a sentence


Identify and interpret the topic, main idea(s), supporting details, theme(s), and point of view in grade-level-appropriate passages across the content areas and from a variety of sources (▲R7.1.4.10, R7.2.1.4, ACT) ° I can identify and interpret the main

idea, supporting details, topic, or theme, and point of view.

KCK10R070121 Infer the relationship between elements of an author’s style in a passage, including word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism, and the author’s purpose for writing the passage (▲R7.1.4.11, R7.2.1.5, ACT) ° I can infer the relationship between

the author’s elements of word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone, mood, symbolism, and author’s purpose for writing the text.

KCK10R070123 Follow directions explained in a technical passage, sequencing events in the correct order (R7.1.4.13, ACT) ° I can follow directions in a technical

passage and sequence the events in the correct order.

° I can use prior knowledge, context, and text features to make, revise, and confirm predictions in a variety of passages.

KCK10R070122 [Establish purposes, such as to be informed, to follow directions, to be entertained, and to solve problems, when reading a variety of passages (R7.1.4.12)] ° I can establish purpose for reading, such as to be

informed, to follow directions, to be entertained, and to solve problems.


topic and generate ideas for writing.

KCK10R070225 [PROCESS: Create a rough draft around a focused topic] ° I can create a rough draft around a focused topic.

KCK10R070226 [PROCESS: Revise a rough draft through conferencing and the use of a rubric] ° I can revise a rough draft through conferencing

and the use of a rubric.

KCK10R070227 [PROCESS: Edit papers for punctuation, capitalization, spelling, and grammar] ° I can edit papers for punctuation, capitalization,

spelling, and grammar.


Checkpoint Assessment #2 Window for Testing: October 13–15, 18–19


Grade 7 Literacy 2nd Quarter


EVALUATING ARGUMENTS AND RECOGNIZING BIAS Summary Overview: In this unit, students will learn to identify the author’s position/bias, fact and opinion and use of propaganda techniques (e.g., bandwagon, glittering generalities, testimonial, statistics). Students will also develop the skills of making inferences, drawing conclusions and responding logically to questions. Students will build on the concepts of main idea and inference by exploring which details support the author’s position/bias as well as details used to make an inference. As a part of vocabulary instruction, teachers will teach the new root words (e.g., Hemi, meter, micro, migr, mim, mort, phon).

New Concepts: Author’s position/bias, Fact and Opinion, Propaganda Techniques, Making Inferences/Drawing Conclusions

Word Structure: Hemi, meter, micro, migr, mim, mort, phon

Concepts for Review: Reading Fluency, Previously Taught Affixes

Writing Checkpoint: Introduce Persuasive Essay Recommended Time Frame: October 21–November 11 15 instructional days

KCK10R070114 [Generate questions] and respond logically to literal, inferential, evaluative, synthesizing, and critical-thinking questions [before, during, and] after reading a variety of passages (R7.1.4.4) ° I can respond logically to literal,

inferential, evaluative, synthesizing, and critical thinking questions.

KCK10R070115 Make inferences and draw conclusions and generalizations about characters, people, ideas, details, and other elements using information from a variety of passages (▲R7.1.4.5, ACT) ° I can infer and draw conclusions based

on evidence from text.

KCK10R070124a Identify the author’s position in a variety of grade-level-appropriate persuasive passages (▲R7.1.4.14, ACT) ° I can explain the author’s position in a

piece of text.

KCK10R070124b Describe the techniques the author uses in a variety of grade-level-appropriate passages to support his or her position, including bandwagon, glittering generalities, testimonials, citing statistics, and other techniques that appeal to reason or emotion (▲R7.1.4.14, ACT) ° I can explain the propaganda

techniques of using statistics, glittering generalities, bandwagon, and testimonial to support the author’s position.

KCK10R070125a








me read fluently.





PRIMARY RESOURCE: Textbook: Elements of Literature Collections 3 & 4 Publisher: Holt Fill The Gap Lessons: TARGETSTRATEGIES®: KCK10R070115 KCK10R070124a KCK10R070124b ADDITIONAL RESOURCES: TARGETFUNDAMENTALS™: R7.8 – determine whether a statement is opinion or fact R7.10 – draw reasonable conclusions from the information in a passage R7.14 – make generalizations regarding events in a passage R7.15 – make inferences based on stated and implied information in a passage


Distinguish between fact and opinion in a variety of grade-level-appropriate passages (▲R7.1.4.15) ° I can identify fact and opinion in a

piece of text.

KCK10R070125b [Recognize propaganda in advertising, media, politics, and warfare; bias; and stereotypes in a variety of grade-level-appropriate passages (▲R7.1.4.15)] ° I can recognize propaganda in

advertising, media, politics, and warfare.

° I can recognize bias and stereotypes in a variety of passages.

KCK10R070120 Identify and interpret the topic, main idea(s), supporting details, theme(s), and point of view in grade-level-appropriate passages across the content areas and from a variety of sources (▲R7.1.4.10, R7.2.1.4, ACT) ° I can identify and interpret the main idea,

supporting details, topic, or theme, and point of view.




topic.






Checkpoint Assessment #3 Window for Testing: November 12, 15–18


Grade 7 Literacy 2nd Quarter


INFORMATIONAL TEXT AND CAUSE/ EFFECT Summary Overview: In this unit, students will develop the skills of using text features to support comprehension of technical text. Students also will analyze cause and effect relationships in expository text. For vocabulary instruction, students will learn how to use the different types of context clues to decode the meaning of unknown words.

New Concepts: Text features, Context Clues, Using Charts and Graphs in Technical Writing, Cause and Effect as it Relates to Expository Text

Concepts for Review: Author’s Purpose

Writing Checkpoint: Persuasive Essay Recommended Time Frame: November 19–December 14 15 instructional days

KCK10R070106 Determine the meaning of words and phrases in a passage, using definitions, restatements, examples, descriptions, comparison-contrast, and clue words (▲R7.1.3.1, ACT) ° I can determine the meaning of an unfamiliar word by

using context clues (e.g., definitions, restatements, examples, descriptions, comparison/contrast, and clue words) in a sentence.

KCK10R070112 Determine the purpose of text features, such as the title, graphs/charts and maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists, and use these features to locate information in and to gain meaning from grade-level-appropriate passages (▲R7.1.4.2, ACT) ° I can understand the purpose of text features (e.g., title,

graphs/charts, and maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists) and use these features to locate information in text.

KCK10R070118 Identify and explain clear cause-and-effect relationships in a variety of narrative, expository, technical, and persuasive passages (▲R7.1.4.8, ACT) ° I can identify and explain clear cause-and-effect

relationships in a variety of narrative, expository, technical, and persuasive passages

KCK10R070203 IDEAS & CONTENT: Hold the attention of an audience throughout a piece of narrative, expository, technical, or persuasive writing by anticipating reader’s needs and providing unique or previously unknown ideas (CK, PB) (W7.1.1.3, W7.1.2.2, W7.1.3.2, W7.1.4.4, ACT) ° I can hold the attention of my audience by providing

KCK10R070101 [Use knowledge of conventions and text features to read fluently (R7.1.2.1)] ° I can use my understanding of

conventions and text features to help me read fluently.

KCK10R070102 [Read expressively with appropriate pace, phrasing, intonation, and rhythm of speech (R7.1.2.2)]

• I can read expressively with appropriate pace, phrasing, intonation, and rhythm.



KCK10R070104 [Read fluently, using a variety of word-recognition strategies, such as orthographic patterns and reading and writing text (R7.1.2.4)] ° I can use word-recognition strategies to

help me read fluently.



KCK10R070107 [Locate and use available reference materials, such as dictionaries, thesauruses,

PRIMARY RESOURCE: Textbook: Elements of Literature Collections 5 & 6 Publisher: Holt Fill The Gap Lessons: TARGETSTRATEGIES®: ADDITIONAL RESOURCES: TARGETFUNDAMENTALS™: R7.5 – utilize the dictionary to determine the correct spelling and pronunciation of a word R7.12 – identify the purpose, audience, and main idea of a passage R7.20 – describe the differences between simple and compound sentences R7.24 – identify comparative and superlative adverbs


unique ideas and content in narrative, expository, technical or persuasive writing.

KCK10R070207 ORGANIZATION: Select and use conjunctive adverbs and transitional phrases to connect ideas within and between paragraphs in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.7, W7.1.3.9, W7.1.2.11, W7.1.4.10, ACT) ° I can use conjunctive adverbs and transitions within and

between paragraphs in writing of all text types.

KCK10R070209 SENTENCE FLUENCY: Vary sentence structures and lengths, such as simple sentences and compound sentences that use coordinating conjunctions, conjunctive adverbs, and transitional phrases in narrative, expository, and persuasive writing to make the reading pleasant and natural (CK, PB) (W7.1.1.11, W7.1.1.12, W7.1.2.15, W7.1.2.16, W7.1.4.14, W7.1.4.15, ACT) ° I can vary sentence structure and lengths in all text

types to make the reading pleasant and natural (simple sentences, compound sentences that use coordinating conjunctions, conjunctive adverbs, transitional phrases).

KCK10R070210 SENTENCE FLUENCY: Identify and avoid sentence fragments in narrative, expository, and persuasive writing (CK, PB) (W7.1.1.13, W7.1.2.17, W7.1.4.16, ACT) ° I can identify and avoid sentence fragments in all text

types.

KCK10R070213 WORD CHOICE: Use explicit and precise nouns, vivid and powerful verbs, and natural and vivid modifiers that create appropriate imagery in narrative, expository, and persuasive writing (CK, PB) (W7.1.1.9, W7.1.2.13, W7.1.4.13, ACT) ° I can use nouns, verbs and modifiers that create

appropriate imagery in all text types.

KCK10R070214 WORD CHOICE: Use clear and precise vocabulary that conveys the writer’s message and provides ease of understanding in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.10, W7.1.2.14,

atlases, encyclopedias, and the Internet, to expand vocabulary (R7.1.3.2)] ° I can locate and use reference materials.

KCK10R070113 [Make, revise, and confirm predictions in a variety of passages, using prior knowledge, context, and text features (R7.1.4.3)] ° I can use prior knowledge, context, and

text features to make, revise, and confirm predictions in a variety of passages.

KCK10R070212 [SENTENCE FLUENCY: Write compact sentences or phrases that clarify the point in technical writing (W7.1.3.14)] ° I can write compact sentences of

phrases that clarify the point in technical writing.

KCK10R070224 [PROCESS: Use prewriting activities to help narrow topic and generate ideas for a piece of writing] ° I can use prewriting activities to help

narrow topic and generate ideas for writing.

KCK10R070225 [PROCESS: Create a rough draft around a focused topic] ° I can create a rough draft around a

focused topic.






W7.1.3.12, W7.1.3.13, W7.1.4.12, ACT) ° I can use vocabulary that conveys my message and

provides ease of understanding in all text types.

KCK10R070215 VOICE: Select original and compelling vocabulary and/or figurative language appropriate for the purpose and audience in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.8, W7.1.2.12, W7.1.3.10, W7.1.3.11, W7.1.4.11, ACT) ° I can use interesting vocabulary and/or figurative

language appropriate for my purpose and audience in all text types.

KCK10R070216 CONVENTIONS: Use correct mechanics, punctuation, and grammar to easily guide the reader through the text in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.16, W7.1.1.17, W7.1.2.19, W7.1.2.20, W7.1.3.15, W7.1.3.16, W7.1.4.18, W7.1.4.19, ACT) ° I can use conjunctions and/or punctuation to join simple

clauses. ° I can use the appropriate word in frequently confused

pairs, such as there and their, past and passed, etc. ° I can distinguish between phrases and clauses. ° I can identify and correct shifts in verb tense. ° I can use apostrophes appropriately. ° I can use quotation marks appropriately. ° I can delete unnecessary or redundant material. ° I can use subject-verb and pronoun-antecedent

agreement. ° I can use appropriate adjectives, adverbs, and

prepositions. ° I can identify and correct sentence fragments.

KCK10R070219 CONVENTIONS: Use charts, graphs, and/or illustrations that are supportive of the text in technical writing (W7.1.3.18) ° I can use charts, graphs, and/or illustrations to support

text in technical writing.


Checkpoint Assessment #4; Writing Checkpoint – Persuasive Essay Window for Testing: December 15–17, 20–21


Grade 7 Literacy 3rd Quarter


POETRY AND FIGURATIVE LANGUAGE Summary Overview: In this unit, students will use poetry to explore the concepts of figurative language (e.g., simile, metaphor, idiom, personification, onomatopoeia, hyperbole, and analogy). Students also will learn to better understand poetry by identifying the tone and mood. By analyzing a narrative poem, students will review story elements and summarization. For vocabulary instruction, students will learn how knowing suffixes can help determine the general meaning of an unknown word.

New Concepts: Figurative Language, Tone and Mood, Story Elements, Summarizing, Structural Analysis

Word Structure: Suffixes: -ant/ent, -ess, -ism, -ist

Concepts For Review: Story Elements, Summarizing, Characterization, Setting, Point of View, Sequencing and Main Idea, Reading Fluency, Inference, Previously Learned Prefixes, Suffixes and Roots, Any Areas of Weakness as Determined by Data Recommended Time Frame: January 6–31 17 instructional days

KCK10R070108 Determine the meaning of words in a passage through contextual and structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words in science, mathematics, and social studies (▲R7.1.3.3, ACT) ° I can use my knowledge of prefixes,

suffixes, and roots to determine the meaning of academic vocabulary.

KCK10R070109 Determine the meaning of figurative language, including similes, metaphors, analogies, hyperbole, onomatopoeia, and personification, and identify idioms in a passage, using context clues (▲R7.1.3.4, ACT) ° I can determine the meaning of a simile in

a piece of text. ° I can determine the meaning of a

metaphor in a piece of text. ° I can determine the meaning of an idiom

in a piece of text.

KCK10R070119 Use paraphrasing and organizational skills to summarize information, including stated and implied main ideas, main events, and important details, from narrative, expository, persuasive, and technical passages (▲R7.1.4.9, ACT) ° I can organize and restate the main idea

and supporting details in my own words for all text types (e.g., narrative, technical, expository, persuasive)

KCK10R070121 Infer the relationship between elements of an








read fluently.





KCK10R070126a Describe the physical traits, personality traits,

PRIMARY RESOURCE: Textbook: Elements of Literature Collection 7 Publisher: Holt Fill The Gap Lessons: TARGETSTRATEGIES®: KCK10R070109 KCK10R070119 KCK10R070121 ADDITIONAL RESOURCES: TARGETFUNDAMENTALS™: R7.1 – distinguish between literal and nonliteral language R7.3 – recognize the meaning of grade-level-appropriate prefixes and suffixes R7.4 – use context clues to determine the meaning of an unknown word R7.19 – demonstrate the correct use of homonyms


author’s style in a passage, including word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism, and the author’s purpose for writing the passage (▲R7.1.4.11, R7.2.1.5, ACT) ° I can infer the relationship between word

choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone, mood, symbolism, and the author’s purpose for writing the text.

KCK10R070128a Determine and explain the importance of major and minor elements of the plot, including problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes, in grade-level-appropriate passages (▲R7.2.1.3, ACT) ° I can determine and explain the

importance and the relationships of major and minor plot elements (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes).

KCK10R070128b Determine and explain the importance of relationships between problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes in grade-level-appropriate passages (▲R7.2.1.3, ACT) ° I can determine and explain the

importance and the relationships of major and minor plot elements (problem or conflict, climax, resolution, rising action, falling action, subplots, and parallel episodes).

feelings, actions, and motives of major and minor characters in grade-level-appropriate passages (▲ R7.2.1.1, ACT) ° I can describe and explain the different aspects

(e.g., physical traits, personality traits, feelings, actions, motives, interactions and conflict resolution) of major and minor characters in a piece of text.

KCK10R070126b Explain how the physical traits, personality traits, feelings, actions, and motives of major and minor characters influence characters’ interactions with other characters and elements of the plot, including conflict resolution, in grade-level-appropriate passages (▲ R7.2.1.1, ACT) ° I can describe and explain the different aspects

(e.g., physical traits, personality traits, feelings, actions, motives, interactions and conflict resolution) of major and minor characters in a piece of text.

KCK10R070127a Determine and explain the importance of the setting, such as the environment, time of day or year, historical period, situation, and place, in grade-level-appropriate passages (▲ R7.2.1.2, ACT) ° I can determine and explain the importance of

setting (e.g., environment, time of day or year, historical period, situation and place).

KCK10R070127b Analyze connections between the setting and other story elements, like character and plot, in grade-level-appropriate passages (▲ R7.2.1.2, ACT) ° I can analyze connections between the setting

and other story elements.





topic.

KCK10R070226 [PROCESS: Revise a rough draft through conferencing and the use of a rubric] ° I can revise a rough draft through conferencing

and the use of a rubric.




Checkpoint Assessment #5 Window for Testing: February 1–2, 4, 7–8


Grade 7 Literacy 3rd Quarter


AUTHOR’S POSITION AND PURPOSE Summary Overview: This is the test of all state and district standards. When not administering the test, teachers will facilitate student review and application of all essential concepts. Recommended Time Frame: February 9–March 3 16 instructional days

KCK10R070115 Make inferences and draw conclusions and generalizations about characters, people, ideas, details, and other elements using information from a variety of passages (▲R7.1.4.5, ACT) ° I can infer and draw conclusions based

on evidence from text.

KCK10R070121 Infer the relationship between elements of an author’s style in a passage, including word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism, and the author’s purpose for writing the passage (▲R7.1.4.11, R7.2.1.5, ACT) ° I can infer the relationship between

word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone, mood, and symbolism and the author’s purpose for writing the text.


piece of text.

KCK10R070120 Identify and interpret the topic, main idea(s), supporting details, theme(s), and point of view in grade-level-appropriate passages across the content areas and from a variety of sources (▲ R7.1.4.10, R7.2.1.4, ACT) ° I can identify and interpret the main

idea, supporting details, topic, or theme, and point of view

PRIMARY RESOURCE: Textbook: Elements of Literature Collections 5 & 6 Publisher: Holt Fill The Gap Lessons: TARGETSTRATEGIES®: ADDITIONAL RESOURCES: TARGETFUNDAMENTALS™: R7.10 – draw reasonable conclusions from the information in a passage

Checkpoint Assessment #6 Window for Testing: March 4, 7–10


Grade 7 Literacy 4th Quarter


EXPOSITORY WRITING Summary Overview: In this unit, students will develop skills for writing an expository essay. Students will concentrate on the six traits of writing (e.g., ideas, and content, organization, sentence fluency, word choice, voice, and conventions).

Writing Checkpoint: Expository Essay Recommended Time Frame: March 21–April 12 17 instructional days

KCK10R070117 Compare and contrast varying aspects, like characters’ traits and motives, themes, problem-solution, cause-and-effect relationships, ideas and concepts, procedures, viewpoints, and authors’ purposes, within and across grade-level appropriate passages (▲R7.1.4.7, ACT) ° I can compare and contrast characters’

traits and motives, themes, problem-solution, cause and effect relationships, ideas and concepts, procedures, viewpoints, and authors’ purposes.

KCK10R070121 Infer the relationship between elements of an author’s style in a passage, including word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism, and the author’s purpose for writing the passage (▲R7.1.4.11, R7.2.1.5, ACT) ° I can infer the relationship between the

author’s elements of word choice, sentence structure, foreshadowing, flashback, figurative language, irony, metaphor, tone, mood, and symbolism and the author’s purpose for writing the text.


piece of text.

KCK10R070216 CONVENTIONS: Use correct mechanics, punctuation, and grammar to easily guide








read fluently.

KCK10R070105 [Adjust my reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts (R7.1.2.5)] ° I can adjust my reading rat to support


KCK10R070201 [IDEAS & CONTENT: Develop a main idea, theme, or thesis statement that is clearly identifiable and uses logical thinking in narrative, expository, technical, and persuasive writing (PB) (W7.1.1.1, W7.1.2.1, W7.1.3.1, W7.1.4.1, W7.1.4.5, ACT)] ° I can develop a clear and logical main idea, theme,

or thesis statement in narrative, expository, technical, and persuasive writing.

PRIMARY RESOURCE: Textbook: Elements of Literature Collection 8 Publisher: Holt Fill The Gap Lessons: TARGETSTRATEGIES®: ADDITIONAL RESOURCES: Novel:Roll of Thunder, Hear My Cry (optional) Comparing text selections in each collection TARGETFUNDAMENTALS™: R7.1 – distinguish between literal and non-literal language R7.5 – utilize the dictionary to determine the correct spelling and pronunciation of a word R7.21 – describe the functions of common end marks of punctuation and apply them correctly R7.23 – identify comparative and superlative adjectives R7.24 – identify comparative and superlative adverbs R7.25 – identify subject-verb agreement in a sentence


the reader through the text in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.16, W7.1.1.17, W7.1.2.19, W7.1.2.20, W7.1.3.15, W7.1.3.16, W7.1.4.18, W7.1.4.19, ACT) ° I can use correct mechanics, punctuation

and grammar in all text types.

KCK10R070202 [IDEAS & CONTENT: Provide and develop ample details, such as personal experiences, observations, prior knowledge, and research, from a variety of sources that support the main idea or theme in narrative, expository, technical, and persuasive writing (PB) (W7.1.1.2, W7.1.2.3, W7.1.4.2, W7.1.4.3, ACT)] ° I can provide and develop ample details, such as

personal experiences, observations, prior knowledge, and research, from a variety of sources that support the main idea or theme.

KCK10R070204 [IDEAS & CONTENT: Write expository text in which I express information in my own words using explicit techniques to appeal to the backgrounds and interests of the audience (PB) (W7.1.1.4)] ° I can write expository text in which I express

information in my own words, using explicit techniques to appeal to the audience.

KCK10R070205 [ORGANIZATION: Independently use appropriate strategies, such as brainstorming, listing, webbing, and working in pairs or in cooperative groups, and identifying information from print sources, to generate narrative, expository, technical, and persuasive writing (PB) (W7.1.1.5, W7.1.2.8, W7.1.3.6, W7.1.4.7)] ° I can use appropriate prewriting strategies

independently, in pairs, and in cooperative groups.

KCK10R070206 [ORGANIZATION: Write narrative, expository, and persuasive pieces with a clear and inviting introduction, appropriate and reasonable body, and satisfying and convincing conclusion (PB) (W7.1.1.6, W7.1.2.9, W7.1.3.8, W7.1.4.8)] ° I can write narrative, expository, and persuasive

pieces with a clear and inviting introduction, appropriate body, and satisfying conclusion.

KCK10R070220 [RESEARCH: Analyze and explain the ethical, legal, and professional implications and consequences of plagiarism regarding narrative, expository, technical,


persuasive, and research writing (W7.1.1.4, W7.1.2.5, W7.1.3.3, W7.1.4.6, W7.2.2.1)] ° I can analyze and explain the ethical, legal, and

professional implications and consequences of plagiarism.

KCK10R070221 [RESEARCH: Cite references for all information used or reproduced from any source in expository, technical, and research writing using a standard format (W7.1.2.6, W7.1.3.4, WHS.2.1.7, WHS.2.1.8, WHS.2.2.3)] ° I can cite references for all information used or

reproduced from any source using a standard format.

KCK10R070222 [RESEARCH: Construct a bibliography or works cited list for expository, technical, and research writing, citing the author, title, publisher, year, Web site name and address, and copyright date using a standard format (W7.1.2.7, W7.1.3.5, WHS.2.2.4)] ° I can construct a bibliography or works cited list,

citing the author, title, publisher, year, Web site name and address, and copyright date using a standard format.

KCK10R070223 [RESEARCH: Locate appropriate print and non-print information using text and technical resources, periodicals, and book indices, including databases and Internet, demonstrating use of effective research practices (WHS.2.1.2)] ° I can locate print and non-print information using

text and technical resources, periodicals, and book indices.

° I can demonstrate use of effective research practices with data bases and Internet.

KCK10R070224 [PROCESS: Use prewriting activities to help narrow topic and generate ideas for a piece of writing] ° I can use prewriting activities to help narrow topic

and generate ideas for writing.

KCK10R070225 [PROCESS: Create a rough draft around a focused


topic] ° I can create a rough draft around a focused topic.

KCK10R070226 [PROCESS: Revise a rough draft through conferencing and the use of a rubric] ° I can revise a rough draft through conferencing and

the use of a rubric.




Checkpoint Assessment #7; Writing Checkpoint – Expository Essay Window for Testing: April 13–15, 18–19


Grade 7 Literacy 4th Quarter


MYTHS AND LEGENDS Summary Overview: This unit will be a review of literary elements and devices. Students will review the process of comparing and contrasting varying aspects of character, author’s purpose, making inferences, figurative language, and plot elements. Recommended Time Frame: April 20–May 12 16 instructional days

KCK10R070203 IDEAS & CONTENT: Hold the attention of an audience throughout a piece of narrative, expository, technical, or persuasive writing by anticipating reader’s needs and providing unique or previously unknown ideas (CK, PB) (W7.1.1.3, W7.1.2.2, W7.1.3.2, W7.1.4.4, ACT) ° I can hold the attention of my audience by

providing unique ideas and content in narrative, expository, technical or persuasive writing.

KCK10R070207 ORGANIZATION: Select and use conjunctive adverbs and transitional phrases to connect ideas within and between paragraphs in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.7, W7.1.3.9, W7.1.2.11, W7.1.4.10, ACT) ° I can use conjunctive adverbs and transitions

within and between paragraphs in writing of all text types.

KCK10R070208 ORGANIZATION: Arrange information within each paragraph or list in a logical and effective sequence to meet the informational needs of the reader in expository, technical, and persuasive writing (CK, PB) (W7.1.2.10, W7.1.3.7, W7.1.4.9, ACT) ° I can arrange information in a logical and

effective sequence in writing of all text types

KCK10R070209 SENTENCE FLUENCY: Vary sentence structures and lengths, such as simple sentences and compound sentences that use coordinating conjunctions, conjunctive adverbs, and transitional phrases in narrative, expository, and persuasive writing to make the reading pleasant and natural (CK, PB) (W7.1.1.11, W7.1.1.12, W7.1.2.15, W7.1.2.16, W7.1.4.14, W7.1.4.15, ACT)








me read fluently. KCK10R070105 [Adjust my reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts (R7.1.2.5)] ° I can adjust my reading rate to support


KCK10R070129 [Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures (R7.2.2.1)] ° I can identify common structures and styles

PRIMARY RESOURCE: Textbook: Elements of Literature Collection 9 Publisher: Holt Fill The Gap: TARGETSTRATEGIES®: ADDITIONAL RESOURCES: TARGETFUNDAMENTALS™: R7.6 – describe the author’s use of the main literary elements (e.g., characterization, setting, problem/resolution) in a fictional passage R7.12 – identify the purpose, audience, and main idea of a passage R7.20 – describe the differences between simple and compound sentences


° I can vary sentence structure and lengths in all text types to make the reading pleasant and natural (e.g., simple sentences, compound sentences that use coordinating conjunctions, conjunctive adverbs, transitional phrases)

KCK10R070210 SENTENCE FLUENCY: Identify and avoid sentence fragments in narrative, expository, and persuasive writing (CK, PB) (W7.1.1.13, W7.1.2.17, W7.1.4.16, ACT) ° I can identify and avoid sentence fragments in all

text types.

KCK10R070213 WORD CHOICE: Use explicit and precise nouns, vivid and powerful verbs, and natural and vivid modifiers that create appropriate imagery in narrative, expository, and persuasive writing (CK, PB) (W7.1.1.9, W7.1.2.13, W7.1.4.13, ACT) ° I can use nouns, verbs and modifiers that create

appropriate imagery in all text types.

KCK10R070214 WORD CHOICE: Use clear and precise vocabulary that conveys the writer’s message and provides ease of understanding in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.10, W7.1.2.14, W7.1.3.12, W7.1.3.13, W7.1.4.12, ACT) ° I can use vocabulary that conveys my message

and provides ease of understanding in all text types.

KCK10R070215 VOICE: Select original and compelling vocabulary and/or figurative language appropriate for the purpose and audience in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.8, W7.1.2.12, W7.1.3.10, W7.1.3.11, W7.1.4.11, ACT) ° I can use interesting vocabulary and/or figurative

language appropriate for my purpose and audience in all text types.

KCK10R070216 CONVENTIONS: Use correct mechanics, punctuation, and grammar to easily guide the reader

in literature from a variety of cultures.

KCK10R070130 [Compare and contrast customs and ideas within literature representing a variety of cultures (R7.2.2.2)] ° I can compare and contrast customs and

ideas within literature representing a variety of cultures.

KCK10R070131 [Compare and contrast connections between cultures and experiences through a variety of passages (R7.2.2.3)] ° I can compare and contrast connections

between cultures and experiences through a variety of passages.




topic.





KCK10R070228 [PROCESS: Produce a published/final copy of work] ° I can produce a final copy of work.


through the text in narrative, expository, technical, and persuasive writing (CK, PB) (W7.1.1.16, W7.1.1.17, W7.1.2.19, W7.1.2.20, W7.1.3.15, W7.1.3.16, W7.1.4.18, W7.1.4.19, ACT) ° I can use correct mechanics, punctuation and

grammar in all text types. Checkpoint Assessment #8

Window for Testing: May 13, 16–19

Grade 7 Literacy Pacing Guide - KCKLanguageArts - home7+Literacy... · pace, phrasing, intonation, and rhythm of speech ... rising action, falling action, subplots, and parallel episodes).

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