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8/7/13 Language Arts, 7th Grade, 2nd Semester
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Curriculum Guide: Language Arts 2nd Semester
GRADE 7
Units of Study: Poetry, Non-fiction, Descriptive Writing, Fiction, Spelling, Vocabulary, Fluency, and Speaking Required Texts: Language of Literature Teacher/Student resources (Mc Dougal) Drums, Girls, and Dangerous Pie, by Jordan Sonnenblick Poetry: Descriptive Writing: -common vocabulary -6-Traits writing -variety of poems written and analyzed -descriptive prompts -project -various activities Non-fiction: Fiction: -common vocabulary -common vocabulary -Biography -review elements of fiction -Autobiography -DGDP by Jordan Sonnenblick -project -comprehension practice -various activities Spelling: -phonetic spelling Vocabulary: -prefixes Vocabulary- (throughout semester) -homophones -text specific (within short stories and novels) Fluency- Speaking- -fluency checks -presentation on chosen topic -opportunities to read aloud Vocabulary/Comprehension Fluency
Benchmarks 12.1.5 Students will build literary, general academic, and content specific grade level vocabulary. 12.1.6 Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
Benchmarks 12.1.4 Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.
Writing Process/Genres Speaking/Listening Skills/ Reciprocal Communication
Benchmarks 12.2.1 Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. 12.2.2 Students will write for a variety of purposes and audiences in multiple genres.
Benchmarks 12.3.1 Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. 12.3.2 Students will develop, apply, and refine active listening skills across a variety of situations. 12.3.3 Students will develop, apply and adapt reciprocal communication skills.
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Skills Possible Assessments FOR Learning
Benchmark 7.2.1 Make predictions before, during, and after reading.
Recognize and use author and context clues in making predictions.
Use pre-reading strategies (i.e. skimming and scanning).
Draw conclusions.
UBD Interpretation UBD Explanation/ Interpretation
UBD Interpretation
Type of Assessment: Personal Communication
Type of Assessment: Essay/Extended Written
Type of Assessment: Personal Communication
Suggestion: Teacher think-aloud / group discussion
Suggestion: Respond to questions over reading
Suggestion: Class discussion on drawing conclusions
Selected Response Suggestion:
Essay/Extended Written Suggestion: Cause & Effect Chart
Performance Assessment Suggestion: Character Reenactment
Personal Communication Suggestion: Journal Entry (predict / support / adjust / confirm)
Required Assessments OF Learning
(Formative)
(Summative)
Make inferences.
UBD Interpretation
Type of Assessment: Essay/Extended Written Suggestion: Inference chart (McDougal Reading Toolkit – D26)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING COMPREHENSION AVERAGE PERFORMING STUDENT
Benchmark: 7.2.1 Make predictions before, during, and after reading.
Skills (UBD): • Recognize and use author and context clues in making predictions (Interpretation).
• Use pre-reading strategies (Explanation/ Interpretation).
• Draw conclusions and make inferences (Interpretation).
Strategies: • Similarities/ Differences • Advanced organizers
HIGH PERFORMING STUDENT Activities: - Write a prequel to the story prior to reading the book - “One Prediction, Two Prediction” (pg. 30 – Graphic Organizers)
Strategies: • Similarities/ Differences • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - Create Venn Diagram showing student predictions compared to actual story events - “On-Target Predictions” (pg. 29 – Graphic Organizers)
Strategies: • Advanced organizers
Strategies: • Advanced organizers • Practice
LOW PERFORMING STUDENT Activities: - “Predict-a-Plot” (pg. 28 – Graphic Organizers)
ELL Activities: - “Predict-a-Plot” (pg. 28 – Graphic Organizers)
WHOLE GROUP Activities: - McDougal Reading Toolkit – Predicting Overheads (D28-29)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Skills Possible Assessments FOR Learning
Benchmark 7.2.2 Identify the main idea of text.
Differentiate between main idea and details.
Identify the author’s purpose (i.e. bias, bandwagon, etc.).
Identify problems and solutions.
UBD Interpretation
UBD Perspective/Explanation
UBD Application & Self-Knowledge
Type of Assessment: Essay/Extended Written
Type of Assessment: Personal Communication
Type of Assessment: Essay/Extended Written
Suggestion: Main Idea web organizer (McDougal Reading Toolkit – D11)
Suggestion: Group discussion on author’s purpose
Suggestion: Predict possible solutions to problems occurring in story.
Selected Response Suggestion: Test over book Multiple-choice True/False Matching
Essay/Extended Written Suggestion: Book response essay
Performance Assessment Suggestion: Book talk
Personal Communication Suggestion: Student / teacher conference
Required Assessments OF Learning
(Formative)
(Summative)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING COMPREHENSION AVERAGE PERFORMING STUDENT
Benchmark: 7.2.2 Identify the main idea of text.
Skills (UBD): • Differentiate between the main idea and detail (Interpretation).
• Identify the author’s purpose (i.e., bias, bandwagon, etc.) (Perspective/ Explanation).
• Identify problems and solutions (Application/ Self-Knowledge).
Strategies: • Advanced organizers • Practice • Nonlinguistic representation • Similarities/ Differences
HIGH PERFORMING STUDENT Activities: - “What’s the Message?” (Pg. 102 – Graphic Organizers)
Strategies: • Advanced organizers • Practice
AVERAGE PERFORMING STUDENT Activities: - “What’s the Message?” (Pg. 102 – Graphic Organizers)
Strategies: • Advanced organizers • Practice
Strategies: • Advanced organizers • Practice
LOW PERFORMING STUDENT Activities: - “What’s It All About?” (Pg. 100 - Graphic organizers)
ELL Activities: - “What’s It All About?” (Pg. 100 - Graphic organizers)
WHOLE GROUP Activities: - McDougal Reading Toolkit – Main Idea overhead (D11)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Possible Assessments FOR Learning
Benchmark 7.2.6 Recognize the conventions and organizational framework of text.
Use varied reading rates depending on type of text.
Distinguish between fiction and non-fiction.
UBD Application
UBD Application
Type of Assessment: Personal Communication
Type of Assessment: Essay/Extended Written
Suggestion: Class Discussion on reading rates
Suggestion: Create a Venn Diagram
Selected Response Suggestion: Multiple choice or matching quiz on reading fiction and non-fiction
Essay/Extended Written Suggestion: Compare / contrast two pieces of writing in an essay format.
Performance Assessment Suggestion: Oral reading
Personal Communication Suggestion: Teacher / student conference
Required Assessments OF Learning
(Formative)
(Summative)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING COMPREHENSION AVERAGE PERFORMING STUDENT
Benchmark: 7.2.6 Recognize the conventions and organizational framework of text.
Skills (UBD): • Use varied reading rates, depending on type of text (Application).
• Distinguish between fiction and non-fiction (Application).
Strategies: • Advanced organizers
HIGH PERFORMING STUDENT Activities: - Create a Venn Diagram for fiction and non-fiction reading
Strategies: • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - Create a Venn Diagram for fiction and non-fiction reading
Strategies: • Advanced organizers
Strategies: • Advanced organizers
LOW PERFORMING STUDENT Activities: - Create a Venn Diagram for fiction and non-fiction reading (modify amount required)
ELL Activities: - Create a Venn Diagram for fiction and non-fiction reading (modify amount required)
WHOLE GROUP Activities: - K-W-L chart - McDougal Reading Toolkit – Fact vs. Opinion overheads (E8, E9) - Using Language of Literature Textbook (McDougal – pg. 19-27 & 86-100) discuss reading fiction vs. non-fiction text
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING TRAITS & PROCESSES Skills Skills Skills Possible Assessments FOR Learning
Benchmark 7.1.2 Read with fluency and expression.
Participate in read aloud activities.
Read with expression. Adjust reading rate.
UBD Application & Empathy
UBD Interpretation, Application & Empathy
UBD Application & Self-Knowledge
Type of Assessment: Performance
Type of Assessment: Performance
Type of Assessment: Performance
Suggestion: Reader’s Theater
Suggestion: Teacher/ student reading
Suggestion: One-minute oral/ silent reading
Performance Assessment Suggestion: Assess Reader’s Theater using RMS Oral Presentation rubric (see attachment) focusing on verbal and physical delivery.
Personal Communication Suggestion: Give student a passage to read. Hold an individual conference checking for pacing and smoothness.
Required Assessments OF Learning
(Formative)
(Summative)
Essay/Extended Written Suggestion:
Selected Response Suggestion:
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING TRAITS & PROCESSES AVERAGE PERFORMING STUDENT
Benchmark: 7.1.2 Read with fluency and expression.
Skills (UBD): • Participate in read-a-loud activities (Application/ Empathy).
• Read with expression (Interpretation/ Application/ Empathy).
• Adjust reading rate (Application/ Self-Knowledge).
Strategies: • Reinforcing effort • Practice • Cooperative Learning
HIGH PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES
Strategies: • Reinforcing effort • Practice • Cooperative Learning
AVERAGE PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES
Strategies: • Reinforcing effort • Practice • Cooperative Learning
Strategies: • Reinforcing effort • Practice • Cooperative Learning
LOW PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES - Reading into tape recorder - Choral reading
ELL Activities:
- SEE WHOLE GROUP ACTIVITIES - Reading into tape recorder - Choral reading
WHOLE GROUP Activities:
- Poems for multiple readers - Reader’s theater. (Website to find plays: www.aaronshep.com/rt/RTE.html; www.teachingheart.net/readerstheater.htm) - Teacher read-aloud
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: WRITING Skills Skills Possible Assessments FOR Learning
Benchmark 7.3.1 Understand the writing process and the six traits of writing.
Understand elements of the six traits of writing.
Understand the steps of the writing process.
UBD Application & Self-Knowledge
UBD Interpretation & Application
Type of Assessment: Essay/Extended Written
Type of Assessment: Essay/Extended Written
Suggestion: Oral questioning over color scheme organizer (see attachment)
Suggestion: Revise teacher-created rough draft containing errors.
Selected Response Suggestion: Multiple choice or matching test over the six traits
Essay/Extended Written Suggestion: Short answer quiz over the steps of the writing process
Performance Assessment Suggestion: Composition written in a specified mode
Personal Communication Suggestion: Oral questioning over six traits and the writing process
Required Assessments OF Learning
(Formative)
(Summative)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: WRITING Skills Skills Possible Assessments FOR Learning
Benchmark 7.3.2 Apply the six traits while writing in a variety of modes.
Use elements of the six traits of writing.
Use the steps of the writing process.
UBD Application & Self-Knowledge
UBD Interpretation & Application
Type of Assessment: Essay/Extended written
Type of Assessment: Performance
Suggestion: Students write to prompt, using the six traits.
Suggestion: Rough draft of research paper on multicultural topic
Selected Response Suggestion: Multiple choice test over the six traits
Essay/Extended Written Suggestion: Write an autobiographical or biographical piece
Performance Assessment Suggestion:
Personal Communication Suggestion: Teacher / student conference on student’s writing
Required Assessments OF Learning
(Formative)
(Summative)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: WRITING AVERAGE PERFORMING STUDENT
Benchmark: 7.3.1 Understand the writing process and the six traits of writing. 7.3.2 Apply the six traits while writing in a variety of modes.
Skills (UBD): • Understand and use elements of the six traits of writing (Application/ Self-Knowledge)
• Understand and use the steps of the writing process Interpretation/ Application)
Strategies: • Advanced organizers
HIGH PERFORMING STUDENT Activities: - Using Inspiration, create a web for multicultural research paper
Strategies: • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - Using Inspiration, create a web for multicultural research paper
Strategies: • Advanced organizers
Strategies: • Advanced organizers
LOW PERFORMING STUDENT Activities: - Using Inspiration, create a web for multicultural research paper (modify number of categories required)
ELL Activities: - Using Inspiration, create a web for multicultural research paper (modify number of categories required)
WHOLE GROUP Activities: - Review steps of the writing process and color scheme organizer (see attachment) - Six trait picture book activities (Resource listed at bottom of page / available in Media Center)
* Picture Books & Annotated Bibliography with Activities for Teaching Writing with the 6 Traits + 1 Writing Traits Model (Peter Bellamy)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: SPEAKING Skills Skills Possible Assessments FOR Learning
Benchmark 7.4.2 Organize ideas and content to communicate effectively.
7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.
Effectively communicate information orally.
Use appropriate outlining techniques.
UBD Application & Interpretation
UBD Explanation & Interpretation
Type of Assessment: Personal communication
Type of Assessment: Essay/Extended Written
Suggestion: Teacher / student conference on outline of autobiography or biography
Suggestion: Write rough draft of outline.
Selected Response Suggestion:
Essay/Extended Written Suggestion: Outline of presentation on autobiography or biography
Performance Assessment Suggestion: Oral presentation on autobiography or biography
Personal Communication Suggestion: Teacher / student conference on autobiography or biography
Required Assessments OF Learning
(Formative)
(Summative)
Maintain good eye contact and use appropriate gestures
UBD Application
Type of Assessment: Performance
Suggestion: Practice presentation with peer / provide feedback.
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: SPEAKING AVERAGE PERFORMING STUDENT
Benchmark: 7.4.2 Organize ideas and content to communicate effectively. 7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.
Skills (UBD): • Effectively communicate information orally (Application/ Interpretation).
• Use appropriate outlining techniques (Explanation/ Interpretation).
• Maintain good eye contact and use appropriate gestures (Application).
Strategies: • Advanced organizers
HIGH PERFORMING STUDENT Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography.
Strategies: • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography.
Strategies: • Advanced organizers
Strategies: • Advanced organizers
LOW PERFORMING STUDENT Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography (provide outline template).
ELL Activities: - Create an outline for the oral presentation, using information from the student’s autobiography or biography (provide outline template).
WHOLE GROUP Activities: - Using Language of Literature textbook (McDougal – pg R104), discuss research presentations - Practice speeches with partner / provide feedback
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REQUIRED KEY CONTENT WORDS Reading Comprehension Reading Traits & Processes Writing Speaking
Ø Main Idea
Ø Author’s Purpose
Ø Figure of Speech
Ø Perspective
Ø Opinion
Ø Fact
Ø Pacing
Ø Rate
Ø Fluency
Ø Expression
Ø Interpretation
Ø Context Clues
Ø Fluency
Ø Ideas
Ø Organization
Ø Voice
Ø Conventions
Ø Word Choice
Ø Introduction
Ø Conclusion
Ø Main Idea
Ø Perspective
Ø Target Audience
Ø Prewriting
Ø Writing
Ø Revising
Ø Editing
Ø Publishing
Ø Note Taking
Ø Organization / Outline
Ø Sequential Order
Ø Summarize
Ø Rate
Ø Pacing
Ø Fluency
Ø Eye Contact
Ø Enunciation
Ø Pronunciation
Ø Voice Inflection
Ø Posture
Ø Notes
Ø Oral Report
Ø Peer Review
Ø Presentation
Ø Target Audience
Ø Line (Reader’s Theater)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING COMPREHENSION Skills Skills Possible Assessments FOR Learning
Benchmark 7.2.4 Summarize text.
Identify important details from within the literature.
Sequence events in literature.
UBD Explanation / Interpretation
UBD Explanation/ Interpretation
Type of Assessment: Essay/Extended Written
Type of Assessment: Performance
Suggestion: McDougal Reading Toolkit – Summarizing Chart (D35)
Suggestion: Sequencing activities using sentence strips
Selected Response Suggestion: Multiple choice / Fill-in-the-blank quiz over short story
Essay/Extended Written Suggestion: McDougal Reading Toolkit – Main Idea overheads (D10-D12)
Performance Assessment Suggestion: Create comic strip using correct sequence of events, after teacher read-aloud of short story or picture book.
Personal Communication Suggestion: Teacher / student conference
Required Assessments OF Learning
(Formative)
(Summative)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING COMPREHENSION AVERAGE PERFORMING STUDENT
Benchmark: 7.2.4 Summarize text.
Skills (UBD): • Identify important details from within literature (Explanation/ Interpretation).
• Sequence events in literature Explanation/ Interpretation).
Strategies: • Advanced organizers
HIGH PERFORMING STUDENT Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)
Strategies: • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)
Strategies: • Advanced organizers
Strategies: • Advanced organizers
LOW PERFORMING STUDENT Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)
ELL Activities: - McDougal Reading Toolkit – Questioning overhead (C9) (use with student-selected author study books)
WHOLE GROUP Activities: -Students work on sequencing, using teacher-created sentence strips. - Using the picture books Zoom and/or ReZoom (Ivan Banyai) students work on sequencing skills (lesson plan available for this activity in resource listed at the bottom of page 12).
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: READING TRAITS & PROCESSES Skills Skills Possible Assessments FOR Learning
Benchmark 7.1.1 Decipher words, symbols, and punctuation in text.
Recognize the use and purpose of punctuation/capitalization.
Decode difficult words.
UBD Application
UBD Application/ Interpretation
Type of Assessment: Personal Communication
Type of Assessment: Essay/Extended Written
Suggestion: Daily Oral Language
Suggestion: Vocabulary chart for novel
Selected Response Suggestion: Choose the correct sentence, using more complex questions for higher level.
Essay/Extended Written Suggestion: Vocabulary Web
Performance Assessment Suggestion: Illustrate meaning of vocabulary word (“Pane It / Retain It” – see attachment).
Personal Communication Suggestion: Students read aloud written work and explain punctuation.
Required Assessments OF Learning
(Formative)
(Summative)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: READING TRAITS & PROCESSES AVERAGE PERFORMING STUDENT
Benchmark: 7.1.1 Decipher words, symbols, and punctuation in text.
Skills (UBD): • Recognize the use and purpose of punctuation/ capitalization (Application).
• Decode difficult words (Application/ Interpretation).
Strategies: • Advanced organizers
HIGH PERFORMING STUDENT Activities: - Detailed vocabulary web (see attachment)
Strategies: • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - Detailed vocabulary web (see attachment)
Strategies: • Advanced organizers
Strategies: • Advanced organizers
LOW PERFORMING STUDENT Activities: - Basic vocabulary web (see attachment)
ELL Activities: - Basic vocabulary web (see attachment)
WHOLE GROUP Activities: - Daily Oral Language
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: WRITING Skills Skills Possible Assessments FOR Learning
Benchmark 7.3.1 Understand the writing process and the six traits of writing.
Understand elements of the six traits of writing.
Understand the steps of the writing process.
UBD Application & Self-Knowledge
UBD Interpretation & Application
Type of Assessment: Essay/Extended Written
Suggestion: Note cards and/or outline for author presentation
Selected Response Suggestion:
Essay/Extended Written Suggestion: Self-critique outline for author presentation.
Performance Assessment Suggestion:
Personal Communication Suggestion: Teacher / student conference on outline for author presentation
Required Assessments OF Learning
(Formative)
(Summative)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: WRITING Skills Skills Possible Assessments FOR Learning
Benchmark 7.3.2 Apply the six traits while writing in a variety of modes.
Use elements of the six traits of writing.
Use steps of the writing process.
UBD Application & Self-Knowledge
UBD Interpretation & Application
Type of Assessment: Essay/Extended Written
Type of Assessment: Essay/Extended Written
Suggestion: Note cards and/or outline for author presentation
Suggestion: Peer revision of outline for author presentation
Selected Response Suggestion:
Essay/Extended Written Suggestion: Self-critique outline for author presentation.
Performance Assessment Suggestion: Create PowerPoint presentation on author.
Personal Communication Suggestion: Teacher / student conference on PowerPoint presentation
Required Assessments OF Learning
(Formative)
(Summative)
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: WRITING AVERAGE PERFORMING STUDENT
Benchmark: 7.3.1 Understand the writing process and the six traits of writing. 7.3.2 Apply the six traits while writing in a variety of modes.
Skills (UBD): • Understand and use elements of the six traits of writing (Application/ Self-Knowledge).
• Understand and use steps of the writing process Interpretation/ Application).
Strategies: • Advanced organizers
HIGH PERFORMING STUDENT Activities: - Using outline, develop note cards for oral presentation
Strategies: • Advanced organizers
AVERAGE PERFORMING STUDENT Activities: - Using outline, develop note cards for oral presentation
Strategies: • Advanced organizers
Strategies: • Advanced organizers
LOW PERFORMING STUDENT Activities: - Using outline, develop note cards for oral presentation
ELL Activities: - Using outline, develop note cards for oral presentation
WHOLE GROUP Activities: - Review steps of the writing process and color scheme organizer (see attachment) - Six trait picture book activities (Resource listed at bottom of page / available in Media Center) - Explain how to develop an outline
* Picture Books & Annotated Bibliography with Activities for Teaching Writing with the 6 Traits + 1 Writing Traits Model (Peter Bellamy)
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ASSESSMENT RECOMMENDATIONS Language Arts Standard: SPEAKING Skills Skills Skills Skills Possible Assessments FOR Learning
Benchmark 7.4.1 Speak in a variety of modes for different purposes.
7.4.2 Organize ideas and content to communicate effectively. 7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.
Effectively communicate information, based on selected purpose and audience.
Use appropriate outlining techniques.
UBD Application & Interpretation UBD Explanation & Interpretation
Type of Assessment: Performance
Type of Assessment: Essay/Extended Written
Suggestion: Reader’s Theater
Suggestion: Write rough draft of outline / note cards
Selected Response Suggestion:
Essay/Extended Written Suggestion: Write outline and note cards for oral presentation.
Performance Assessment Suggestion: Oral presentation on author study
Personal Communication Suggestion: Teacher / student discussion of oral presentation
Required Assessments OF Learning
(Formative)
(Summative)
UBD Application & Interpretation
UBD Application
Effectively communicate information orally.
Maintain good eye contact and use appropriate gestures.
Suggestion: Practice presentation with peer / provide feedback.
Type of Assessment: Performance
Type of Assessment: Personal Communication
Suggestion: Teacher / student conference on oral presentation
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SUGGESTED INSTRUCTIONAL STRATEGIES Language Arts Standard: SPEAKING AVERAGE PERFORMING STUDENT
Benchmark: 7.4.1 Speak in a variety of modes for different purposes. 7.4.2 Organize ideas and content to communicate effectively. 7.4.3 Use appropriate verbal and non-verbal behaviors to communicate effectively.
Skills (UBD): • Effectively communicate information, based on selected purpose and audience (Application/ Explanation). • Use appropriate outlining techniques (Explanation/ Interpretation). • Effectively communicate information orally (Application/ Interpretation) • Maintain good eye contact and use appropriate gestures (Application).
Strategies: • Reinforcing effort • Practice • Cooperative Learning
HIGH PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES
Strategies: • Reinforcing effort • Practice • Cooperative Learning
AVERAGE PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES
Strategies: • Reinforcing effort • Practice • Cooperative Learning
Strategies: • Reinforcing effort • Practice • Cooperative Learning
LOW PERFORMING STUDENT Activities: - SEE WHOLE GROUP ACTIVITIES
ELL Activities: - SEE WHOLE GROUP ACTIVITIES
WHOLE GROUP Activities: - Using Language of Literature textbook (McDougal – pg R100-R103), discuss organization and delivery of oral presentations - Practice oral presentations with partner / provide feedback - Poems for multiple readers (i.e. Joyful Noise, Poems for Two Readers, etc.) - Reader’s theater. (Website to find plays: www.aaronshep.com/rt/RTE.html; www.teachingheart.net/readerstheater.htm) - Teacher read-aloud
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REQUIRED KEY CONTENT WORDS Reading Comprehension Reading Traits & Processes Writing Speaking
Ø Main Idea
Ø Perspective
Ø Pacing
Ø Rate
Ø Fluency
Ø Expression
Ø Interpretation
Ø Context Clues
Ø Fluency
Ø Ideas
Ø Organization
Ø Voice
Ø Conventions
Ø Word Choice
Ø Introduction
Ø Conclusion
Ø Main Idea
Ø Perspective
Ø Target Audience
Ø Prewriting
Ø Writing
Ø Revising
Ø Editing
Ø Publishing
Ø Note Taking
Ø Organization / Outline
Ø Sequential Order
Ø Summarize
Ø Rate
Ø Pacing
Ø Fluency
Ø Eye Contact
Ø Enunciation
Ø Pronunciation
Ø Voice Inflection
Ø Posture
Ø Notes
Ø Oral Report
Ø Peer Review
Ø Presentation
Ø Target Audience