Overview - Grade 7

Kentucky Core Academic Standards Curriculum Map

Jefferson County Public Schools
Kentucky Core Academic Standards Curriculum Framework
The Curriculum Framework correlates the four unit cycles with all of the ELA standards (reading, writing, speaking and
listening, and language) in an easy to read chart that outlines the scope and sequence of the standards. This framework
provides a continual focus on the Ongoing Standards (see below) to ensure all students have solid instruction in all ELA
standards.
Curriculum Map Overview
The JCPS Kentucky Core Academic Standards Curriculum Maps are a tool for teachers to aid in pacing, planning and
instruction as they implement the Kentucky Core Academic Standards. The curriculum is divided into four instructional
cycles that include specific focus standards to guide the planning process. The instructional cycles are anchored by a Big
Idea question and include suggested passages from the Holt, McDougal, and other texts.
Flexibility
The design of the curriculum maps allows teacher flexibility in making adjustments in teaching in response to the needs of
students. Planning suggestions are included to provide guidance in the planning process and pacing. These are merely
suggestions/reminders. Teachers have the freedom to make adjustments in response to the needs of their students. The
use of the curriculum maps ensures that all ELA grade-level standards are addressed to make certain that students are on
track toward mastery of the grade-level standards. In addition to the standards, each curriculum map includes active links to
instructional resources, including texts and lessons to aid teachers in the planning process.
Resources Embedded in the Curriculum Maps
Sample Writing in Response to Reading performance tasks to formatively assess student progress toward
mastery of ELA standards.
Sample instructional activities and Literacy Design Collaborative (LDC) Template Tasks
Hyperlinks to instructional resources that align to and support instruction on specific standards
Hyperlinks to digital texts and media options connected to the suggested text selections
Close Reading Lessons from the Anthology Alignment Project and Exemplar Lessons from Achievethecore.org.
These lessons, created by and for teachers, using texts from the current literature anthologies, follow the CCSS
approach to close reading with text-dependent questions. Lessons span multiple days and incorporate writing to
further students understanding of the content/topic and standards.
These components help to clarify the intended learning required by the ELA Kentucky Core Academic Standards and
provide the content and resources to assist teachers with lesson planning and formative assessment of student learning.
Teachers will continue to use the current literature anthologies (e.g., Holt, McDougal, Prentice Hall) and supplemental text
resources (e.g., READ XL, and 9 Good Habits) as sources for texts; however, additional online text resources focused on a
common topic or theme have been added, as well as links to teacher-created or discovered resources that support student
learning. It should be noted that literature anthologies acquired before the Kentucky Core Academic Standards were
adopted should not be relied upon to guide planning.
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Rather than follow prescribed lessons included in the anthologies, teachers should review instructional materials for
alignment to the grade-level standards. Refer to Text Dependent Question Resources on Achievethecore.org for help in
understanding text-dependent questions, evaluating existing questions from current resources, or for drafting new questions
around existing texts. All available resources should be considered tools to support planning and delivery of highly effective
instruction and student learning.

INSTRUCTIONAL EXPECTATIONS
Ongoing Standards
While all maps have focus standards for each unit, ongoing KCAS Standards are embedded in instruction delivered
throughout the year. In addition, these standards and previously taught standards may appear on ANY ELA diagnostic or
proficiency assessment.
Strand
Ongoing
KCAS
Standards

Reading
Literature and
Informational
1 cite textual
evidence/make inferences
2 -- determine theme/central
idea, objective summary
3 analyze how individuals,
events and/or ideas develop
and interact in text
4 determine meanings of
words and phrases
10 range of reading

Writing
4 clear, coherent
writing to task
5 writing process
9 draw evidence
to support
10 range of
writing

Language

Speaking and Listening

1, 2 conventions of 1 prepare and participate

standard English in
2 integrate and evaluate
writing and speaking information presented
*Refer to
progressions for
interventions
achieve mastery by
end of year.
4, 5, 6 vocabulary
acquisition and use.

Click on this link for a printout of grade level Ongoing Standards

Writing Portfolio and On-Demand

Senate Bill 1 requires that all students maintain a Writing Portfolio that reflects their interest and growth over time. Portfolios
must follow students from grade to grade and school to school from grades K -12. Click to access JCPS promotion
standards and writing portfolio information (Promotion Requirements for the Writing Portfolio).
JCPS Portfolios should reflect writing beyond showcase pieces and demonstrate Writing to Learn, Writing to Demonstrate
Learning, and Writing for Publication across all disciplines.
Writing Resource Documents
Refer to: Addressing the Three Modes of Writing; Kentucky Core Academic Standards in the 21st Century for
detailed information on the modes of writing.
JCPS Writing Proclamation, JCPS Process Writing Criteria, and JCPS Holistic Continuum for Writing
Literacy Design Collaborative (LDC) Rubrics

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Students need to routinely experience writing for different purposes and for different lengths of time and be able to write in
response to a prompt using one of three modes of writing: Narrative, Informational/Explanatory, or Argument. Most prompts
provide the situation and the topic, but students develop the ideas. In the case of argument, students must make and
support claims with sound reasoning and relevant evidence. Students must plan and organize ideas quickly, using revision
and editing skills during the drafting process. The following prompts represent a sampling of the types they will encounter on
the On-Demand portion of the KPREP.
On-Demand Writing Tasks
To access instructional resources, prompts, and scoring resources, go to: Gheens website ELA Middle Instructional
Resources Writing On-Demand

Stand Alone Writing Task: 40 minute time frame

Passage Based Writing Task: 90 minute time frame
Click on this link to access the Kentucky On-Demand Scoring Rubric
Independent Reading Builds Reading Skill

Allow students to develop, revisit, and revise personal reading goals to gradually increase the length and complexity of what
they read, moving toward the grade 6-8 text complexity band. During independent reading time, conduct one-on-one
conferences with students to monitor and provide feedback on Student-Developed Reading Plans. Use information
gleaned from conferences to identify students reading interests and guide students in making book selections. (To view
models of conferencing, go to: Setting Reading Goals (Teaching Channel), One-On-One Reading Conferences (Teaching
Channel) Conferring with Student (YouTube)
Vocabulary
Comprehending complex text requires an extensive knowledge of academic vocabulary. Regular exposure to words with
multiple meanings and words that are found across many domains is essential in building students overall knowledge base.
At all levels, students need to grow their vocabulary through a volume of reading experiences, both shared and
independent. Being intentional about teaching vocabulary and the nuances of language will better prepare students to enter
difficult texts and provide them with the skills for extracting new knowledge from the printed page.
Danielson Framework for Teaching
The JCPS Curriculum Maps support teachers in planning and preparation for instruction.
KY Framework for Teaching Connections:
Domain 1 - Planning and Preparation
Components A, C, D, E, F
Domain 3 - Instruction
Components Ai; Ci, iii, iv; and D i, ii

Grade 7: Cycle 1
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JCPS Middle School Literacy

2015-16

Kentucky Core Academic Standards

Jefferson County Public Schools English/Language Arts
Grade 7- Cycle 1
Big Idea What is My Role as a Reader and Writer in the Seventh Grade?
TEACHER OVERVIEW

Cycle 1: Seventh graders seek independence, yet they are driven by a deep desire for belonging and peer acceptance. To develop a respectful
classroom culture and positive learning community, students engage with texts that prompt self-discovery and promote compassion and acceptance
of differing cultures and viewpoints. Students read a variety of genres for many purposes, both independently and though guided and shared
experiences in order to develop the skills that will help them grow as independent readers and writers. They use a variety of strategies to analyze
and understand how authors use structure to convey key ideas in text. Citing evidence from text is essential in written and verbal responses to textdependent questions focused on theme and central idea. Students use Literacy Notebooks to record their thinking regarding how elements of a story
or drama interact and how language choice impacts the readers understanding. They explore and develop ideas for writing, and they apply
conventions of standard English in all written work. They use technology as a tool to collaborate with others and to produce, publish, and present
ideas. The Speaking and Listening standards require students to engage in respectful discussion and debate in order to meet their needs for
collaboration and conversation.
Connections to the KY Framework for Teaching
The JCPS Curriculum Maps support teachers in planning and preparation for instruction. The various components of the maps provide support for
teachers in the following areas in the Framework for Teaching:
Domain 1 - Planning and Preparation
Components A, C, D, E, F
Domain 3 - Instruction
Components A i; C i, iii, iv; and Di, ii

WRITING- FOCUS ON NARRATIVE STRUCTURE

Narrative Structure The focus on narrative should lead students to examine how the elements of narrative are used in other modes of writing
beyond memoir or personal narrative. Narrative writing conveys experience, either real or imagined, and can be used for many purposes (i.e., to
inform, instruct, persuade/argue or entertain) and is found in other forms beyond personal and fictional story writing such as poetry, plays,
anecdotes, autobiographies and creative non-fiction. Students should analyze how the narrative (story telling) structure is used in various forms of
writing to deepen the readers understanding of the topic. To be college and career ready, students should explore ways to combine the elements of
different writing modes to produce complex and nuanced writing. Instruction that embeds narrative structure in other modes (argument,
informational/explanatory) is appropriate. Watch the Chew on This Teaching Channel video on analyzing text structure.

Narrative, defined (Appendix A, p. 112)

Narrative, Writing Samples (KCAS Binder, Appendix C. Table of Contents, p. 172)
JCPS Process Writing Criteria , JCPS Holistic Continuum for Writing
Literacy Design Collaborative (LDC) Rubrics Prompts for On-Demand Writing Narrative Gheens website ELA

Middle Instructional Resources Writing On-Demand

Grade 7: Cycle 1
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FORMATIVE ASSESSMENT TASKS

Sample Performance Tasks

Performance tasks further clarify the meaning of the standards and illustrate specifically the application of the standards to texts of sufficient
complexity, quality, and range. See additional examples of performance tasks in the Kentucky Core Academic Standards binder, Appendix B.
Literary and Informational Texts:
Discuss the different conflicts found in Amigo Brothers, and how the author uses the conflicts to advance the story. Write an essay
analyzing how the author uses elements of the story to resolve the conflicts. Essays should be written for an audience that is familiar with
the story and should follow the conventions of standard English, including standard capitalization, comma usage, and spelling. (RL.7.3,
W.7.1a-b, L.7.2) (Holt and McDougal)
Read Seventh Grade and My First Job by Gary Soto, write an essay discussing the central idea of both texts. Essays should focus on
how the authors use of imagery and language help the reader experience each situation. Essays should be written for an audience that
is familiar with both texts and should follow the conventions of standard English, including standard capitalization, comma usage, and
spelling. (RI.7.2 W.7.1a-b, L.7.2) (READ XL 7 and 9 Good Habits Level D)

Sample Activities

After reading Amigo Brothers by Piri Thomas, imagine how you might tell the same story using a different genre (i.e. in a film in a poem,
in a novel, etc.). Consider the changes that would have to be made and why. Write an essay to explain what differences would there be
between the adaptation and the original story. (RL.7.1-4, W.7.3-4, L.7.1-3)
After reading the Mayan folktale The Hummingbird King, do a Quick Write to retell the main events of the story. Choose an animal who
might act as your personal protector and write an explanation for your choice. (RL.7.1-3, RL.7.5, W.7.3, L.7.1-3)
Read at least three informational passages about the same topic. Analyze how different texts make connections or distinctions among
individuals, ideas, or events. Explain your findings in a well-developed essay. Cite at least two examples from each text to illustrate how
their topics are similar and different. Use a mixture of paraphrasing and direct quotations. (RI.7.1, RI.7.3, W.7.2, W.7.4, W.7.8-9)
After reading an informational passage, write an objective summary of the text. Your summary should include the central idea and key
points of the article without adding your own opinions or feelings. Choose language that expresses ideas precisely and concisely, including
domain-specific words. Your essay should be written for an audience that is familiar with the topic and should follow the conventions of
Standard English. (RI.7.1, RI.7.2, W.7.2, W.7.4, L.7.1, L.7.2, L.7.3, L.7.6)

Possible LDC Template Tasks

(Narrative Task Templates are found in Version 2.0 only)

[Insert question] After reading (literature or informational texts) about (insert topic/content), writ (narrative or substitute) from the
perspective of (insert content). Use (stylistic devices) to develop a narrative effect in your work. Use (techniques) to convey multiple
storylines. (Narrative/Description)
[Insert question] After reading (literature or informational texts) about (topic/content), write (narrative or substitute) that relates (content).
Use (stylistic devices) to develop your work. (Narrative/Description)

JCPS COMMON ASSESSMENTS

Refer to the JCPS Middle School ELA Assessment Calendar for timelines. Use common assessments to formatively assess students
understanding of content. Use the data from this analysis for instructional planning and to guide and involve students in setting goals. Regroup
students as needed for intervention to address gaps in learning.

Grade 7: Cycle 1
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ONGOING STANDARDS

Ongoing KCAS Standards are embedded in instruction delivered throughout the year.
Strand
Ongoing
KCAS
Standards

Reading
Literature and
Informational
1 cite textual
evidence/make inferences
2 -- determine theme/central
idea, objective summary
3 analyze how individuals,
events and/or ideas develop
and interact in text
4 determine meanings of
words and phrases
10 range of reading

Writing
4 clear, coherent
writing to task
5 writing process
9 draw evidence
to support
10 range of
writing

Language

Speaking and Listening

1, 2 conventions of 1 prepare and participate

standard English in
2 integrate and evaluate
writing and speaking information presented
*Refer to
progressions for
interventions
achieve mastery by
end of year.
4, 5, 6 vocabulary
acquisition and use.

Click on this link for a printout of grade level Ongoing Standards

FOCUS STANDARDS AND LEARNING TARGETS

READING STANDARDS
KEY IDEAS AND DETAILS
Literature

LEARNING TARGETS
I can

RL.7.2: Determine a theme or central

idea of a text and analyze its
development over the course of the
text; provide an objective summary of
the text

* define textual evidence (word for word support).

* define inference and explain how a reader uses textual evidence to reach a logical conclusion (Based on what
Ive read, its most likely true that.).
* read closely and find answers explicitly in the text (right there answers) and answers that require an inference.
* analyze an authors words and determine textual evidence needed to support both explicit and inferential
questions.
* define theme (a central idea or lesson the author is revealing Honesty is the best policy.)
* analyze plot (the events that happen) to determine a theme (authors overall message).
* determine key events over the course of the text that contribute to the theme
* define summary (a shortened version of the text that states its key
points).

RL.7.3: Analyze how particular

elements of a story or drama interact
(e.g., how setting shapes the
characters or plot.)

* compose an objective summary stating the key points of the text without adding my own opinions or feelings.
* identify the elements of a story or a drama (e.g., plot, character, setting).
* explain how the elements of a story or drama interact and affect one another (e.g., Because the story is set
during a time of war, the characters may be called to fight.).
* recognize how making a change to one element of the story or drama could affect the other elements.

Informational

I can

RI.7.1: Cite several pieces of textual

evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.

* define textual evidence (word for word support).

*define inference and explain how a reader uses textual evidence to reach a logical conclusion (Based on what
Ive read, its most likely true that.).
* read closely and find answers explicitly in the text (right there answers) and answers that require an inference.
* analyze an authors words and determine multiple pieces of textual evidence needed to support both explicit
and inferential questions.

RL.7.1: Cite several pieces of textual

evidence to support analysis of what
the text says explicitly as well as
inferences drawn from the text.

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RI.7.2: Determine two or more central

ideas in a text and analyze their
development over the course of the
text; provide an objective summary of
the text
RI.7.3: Analyze the interactions
between individuals, events, and ideas
in a text (e.g., how ideas influence
individuals or events, or how individuals
influence ideas or events)

* define central idea (main point in text).

* determine how an authors use of details conveys (makes known) two or more central ideas in a text.
* analyze how central ideas are developed over the course of a text.
* define summary (a shortened version of the text that states its key
points).
* compose an objective summary stating the key points of the text without adding my own opinions or feelings.
* explain how the individuals, events, and/or ideas in a text affect one another.
* analyze interactions between individuals, events, and /or ideas in a text.
* analyze how interactions between individuals, events, and/or ideas would be different if one of these elements
changed.

CRAFT & STRUCTURE

Literature

I can

RL.7.4: Determine the meaning of

words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
impact of rhymes and other repetitions
or sounds (e.g., alliteration) on a
specific verse or stanza of a poem or
section of a story or drama.

* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification,
alliteration, assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what
you say is not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
meanings (some words carry feeling).
* analyze why authors use rhyme and repetition of sounds (alliteration and assonance) to impact the reader and
draw him/her to a particular section of the text.

RL.7.5: Analyze how a dramas or

poems form or structure (e.g. farce,
soliloquy, sonnet) contributes to its
meaning.

* recognize the differences between the form/structure used in stories and the form/structure used in dramas and
poems.
* analyze the structure of a drama and explain how parts of the drama affect the meaning/message (e.g., A
soliloquy provides the reader with information not available to other characters.).
* analyze the form/structure of a poem (e.g., rhyme scheme, line breaks, free verse) and explain how the
form/structure affects the overall meaning.

Informational

I can

RI.7.4: Determine the meaning of

words and phrases as they are used
in a text, including figurative,
connotative, and technical meanings;
analyze the impact of a specific word
choice on meaning and tone.

* define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification,
alliteration, assonance, onomatopoeia).
* distinguish between literal language (it means exactly what it says) and figurative language (sometimes what
you say is not exactly what you mean).
* recognize the difference between denotative meanings (all words have a dictionary definition) and connotative
meanings (some words carry feeling).
* recognize words that have technical meaning and understand their purpose in a specific text (e.g., stem in an
article about flowers versus stem in an article about cell research).
*analyze why authors use words and phrases (tone) to create an overall meaning and mood for the reader.

RI.7.5: Analyze the structure an

author uses to organize a text,
including how the major sections
contribute to the whole and to the
development of the idea.

* analyze a text and determine the authors organizational structure.

* explain how authors organize text and how the individual parts of a text (e.g., sections, chapters, appendixes)
contribute to the overall development of ideas.

INTEGRATION OF KNOWLEDGE AND IDEAS

LITERATURE
(No standard 8 in Literature)

Informational

When I respond to questions, I can

RI.7.8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims
*This part of Standard 8 is included to compliment the focus on
evidence in Standard 1.

* identify claims that are supported by fact(s) and those that are opinions(s).
*assess the relevance, sufficiency, or soundness of evidence used to support
claims in a text.
*evaluate the argument using the evidence the author provides and determine if
the evidence is relevant and sufficient to support the claim.

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WRITING STANDARDS
TEXT TYPES AND PURPOSES
I can
W.7.3: Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events
W.7.9 Draw evidence from literary or informational texts to support analysis, reflection,
and research
a. Apply grade 7 Reading Standards to literature (e.g., Compare and contrast a
fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter
history).
b. Apply grade 7 Reading standards to literary nonfiction (e.g., Trace and
evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the
claims.).

*define narrative and describe the basic parts of plot

(exposition, rising action, climax, falling action, and resolution).
*engage the reader by introducing the narrator (first, second, or
third person point of view), characters, setting (set the scene),
and the events that starts the story in motion.
*use narrative techniques (dialogue, pacing, and description) to
develop a story line where one event logically leads to another.
*use descriptive words and phrases that appeal to the senses,
capture the action, and help my reader understand the
experiences and events (create mind pictures).
*signal changes in time and place by using transition words,
phrases, and clauses.
* write a logical conclusion that reflects on the
experiences/events and provides a sense of closure (ties up all
of the loose ends and leaves the reader satisfied).
* define textual evidence (word for word support).
* determine textual evidence that supports my analysis,
reflection, and/or research.
* support my answer using textual evidence that demonstrates
logical reasoning and my understanding of the topic and/or
the text.
* compose written responses and include textual evidence to
strengthen my analysis, reflection, and/or research.

LANGUAGE STANDARDS
CONVENTIONS OF STANDARD ENGLISH
I can
L.7.2: Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a. Use a comma to separate coordinate
adjectives (e.g., It was a fascinating,
enjoyable movie but not He wore an
old [,] green shirt).
b. Spell correctly.

* determine when to capitalize words.

* define coordinate adjectives (two or more adjectives that equally modify a noun) and noncoordinate
adjectives (two or more adjectives that do not equally modify a noun).
* determine when adjectives are coordinate and need to be separated by commas (e.g., My dog has
soft, fluffy fur. Hint - if you can place and between the adjectives and the sentence makes sense, use a
comma.) .
* determine when adjectives are noncoordinate and do not need to be separated by commas (e.g., His
cool strawberry milkshake looks good. Hint if you place and between the adjectives and the
sentence does not make sense, do not use a comma.).
* identify misspelled words and use resources to assist me in spelling correctly.

VOCABULARY ACQUISITION AND USE

I can
L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 7 reading and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a words
position or function in a sentence) as a clue to the meaning of a word or phrase.

*infer the meaning of unknown words using context clues (e.g.,

definitions, synonyms/antonyms, restatements, examples found in
surrounding text).
* break down unknown words into units of meaning to infer the definition
of the unknown word.

SPEAKING AND LISTENING STANDARDS

Comprehension and Collaboration
I can
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SL.7.1: Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher led) with diverse partners on grade 7 topics,
texts, and issues, building on others ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or researched material
under study; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
b. Follow rules for collegial discussions, track progress toward specific
goals and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to others questions
and comments with relevant observations and ideas that bring the
discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when
warranted, modify their own views.

*come prepared with key points and textual evidence to contribute to

discussion.
*create questions and locate key textual evidence to contribute to a
discussion on the given topic, text, or issue.
* participate in a discussion by posing questions, responding to questions,
and elaborating on my own ideas and/or the ideas of others.
*define and the rules and roles necessary for collaborative discussion.
* participate in a discussion by posing questions, responding to questions,
and elaborating on my own ideas and/or the ideas of others.
* make relevant observations and use my ideas and comments to bring the
discussion back on topic.
* review the key ideas presented by others in a discussion and integrate them
with my own when warranted and appropriate.

Learning Targets adapted from The Common Core, Align, Assess, Achieve, LLC and Maryland Common Core State Curriculum Framework for ELA

KCAS BINDER AND KDE RESOURCES

Kentucky Core Academic Standards for English Language Arts Binder
Writing:
Narrative (Appendix A, pp.112-113)Argument (Appendix A,
p.112)
Student Sample: Grade 8 Narrative (Appendix C, p. 191)
Informational/Explanatory (Appendix A, p.112)
Student Sample: Grade 7 Informational/Explanatory (Appendix
C, p.181)
Student Sample: Grade 7 Argument (Appendix C, p. 179)

Reading:
Range of Text Types for 6-12 (Standards for ELA 6-12 p. 57,
defines Literature and Informational Text, including Literary
nonfiction)
Text Exemplars (Appendix B)
Vocabulary (Appendix A, pp. 121-124) 3 Tiers of Vocabulary
defined

Kentucky Department of Education

Addressing the Three Modes of Writing: Kentucky Core Academic Standards in the 21st Century
Kentucky On-demand Scoring Rubric
KDE Literacy Instructional Resources
Kentucky Literacy Link site for archived newsletters

SUGGESTED INSTRUCTIONAL TEXTS AND RESOURCES

Link to suggested units from HOLT

Link to suggested units from MCDOUGALL-LITTELL
Link to COLLECTIONS Crosswalk Document
Search texts and resources by TOPIC: Gheens website ELA Middle Instructional Resources Texts and
Resources by Topic

INTERDISCIPLINARY CONNECTIONS

Social Studies: Early man, Egypt

Science: Cell: Basic Unit of Life, Structure and Function, Growth and Development
Math: Operations with Rational Numbers (integers temperature, travel, etc.)

ENGLISH LANGUAGE LEARNERS

ESL- INSIDE
ESL students will continue to use Inside (Levels B, C, and D)
Grade 7: Cycle 1
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INTERVENTION RESOURCES

Interventioncentral.org: A full menu of interventions Response to Interventions strategies for literacy skills
o Advanced Story Map - Students are taught to use a basic 'Story Grammar' to map out, identify and analyze significant
components of narrative text (e.g., fiction, biographies, historical accounts).
o Mental Imagery: Improving Text Recall - By constructing "mental pictures" of what they are reading and closely studying text
illustrations, students increase their reading comprehension.
o Reading Comprehension Fix-up Skills: A Classroom Toolkit - Presented here are a series of fix-up skill strategies that can help
struggling students to better understand difficult reading assignments.
Literacy Leader - Supplemental Text Structure Resources

READ 180 TEACHERS- LINK TO CYCLE 1 RESOURCES HERE

INDEPENDENT READING

During independent reading time, conduct one-on-one conferences with students to monitor and provide feedback on Student-Developed Reading
Plans. Allow students to revisit and revise plans to gradually increase the length and complexity of what they read, moving toward the level of text
complexity in the grade 6-8 text complexity band. Use information gleaned from conferences to identify students reading interests and guide
students in making book selections. (To view models of conferencing, go to: A best-practice tip about how to conference when teaching in
small groups - YouTube and Conferring with Student - YouTube.)
NCTE/ILA position paper on independent/leisure reading
Suggested books from the Independent Reading classroom libraries that students may read to reinforce standards and develop a sense of self and
community:
Fiction:
Nonfiction:
From Rags to Riches: People Who Started Businesses from
Seedfolks (Paul Fleischman)
Scratch (Nathan Aaseng)
Belle Teal (Ann M. Martin)

Kids at Work (Russell Freedman)

Al Capone Does My Shirts (Gennifer Choldenko)

Tales of Escape (Paul Doswell)

Schooled (Gordon Korman)

The 10 Most Remarkable American Entrepreneurs (Frederick

Love That Dog (Sharon Creech)
Koh)
A Girl Named Disaster (Nancy Farmer)
The Hidden Girl (Lola R. Kaufman
Fairest (Gail Carson Levine)

KCAS KEY VOCABULARY

Analyze
Central Idea
Comprehension
Connotation/Denotation
Credible/Credibility
Connotative/denotative
Evidence

Explicit
Fact
Figurative Language
Implicit/Explicit
Infer/Inference
Literal Language

Mood
Objective/Subjective
Opinion
Reading Strategy
Relevant/Relevance
Story/Drama Elements

Sufficient
Summary/Summarize
Technical Meaning
Textual Evidence
Theme
Tone

GROWTH MONITORING
Link to Progression of Standards for Content Gap Analysis
Teachers will
analyze the results of formative and summative assessments to determine next steps in content instruction and conference
with students to provide feedback on their progress.

collaborate with teachers in all content areas to conduct regular Literacy Reviews of students reading and writing growth.
conduct one-on-one reading conferences to monitor student growth/accountability with the focus on self-selected independent reading.
provide feedback (written and oral) on strengths and areas of growth in reading, writing, language, and speaking and listening.

Grade 7: Cycle 1
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June 1, 2015

Students will

establish personal learning goals, monitor growth with self-assessments, and track their progress toward specific goals and deadlines.
analyze results of formative and summative assessments to determine areas of strength and growth and use the information to revise
goals and take ownership of learning.

PLANNING SUGGESTIONS
Teacher Note: Link to Lesson Planning Template

Throughout the 6-weeks, plan standards-based lessons using suggested texts, resources, and instructional strategies provided on this map. Use classroom
libraries to support independent reading. Students use their Literacy Notebook to respond to and record reading reflections, citing text to support thinking.

Weeks 1- 3

Weeks 4 -6

Grade 7: Cycle 1
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June 1, 2015

Introduce students to the Big Idea for the six weeks and the Kentucky Core Academic Standards; explain that the standards will be the
focus of your instruction and explain how they are broken down into learning targets (I Can statements). Introduce daily learning
targets and revisit at the end of each lesson. (This is what you will learn. Have you learned it?)
Develop and practice routines and procedures to create a safe and supportive classroom environment that nurtures students desire to
learn and encourages appropriate student behavior, mutual respect, and compassion. Reinforce routines and procedures during the first
weeks of school and throughout the year. Layer on additional routines and procedures to support instruction as needed.
Introduce and reinforce routines for Independent Reading, the Readers/Writers Workshop, use of the Literacy Notebook, and
collaborative structures.
Introduce tools for monitoring Independent Reading and writing (e.g., Reading Log, Writing Conferences, Rubrics).
Encourage students to start seeds for narrative writing in the Literacy Notebooks as starting points for writing (brainstorming).
Introduce the Writing Portfolio and explain that this will be where students will collect their work throughout the year. (Later in the year,
students will review the contents of their K-6 portfolio to gauge growth in writing.) Personalizing folders builds ownership of the work
within.
Engage students in establishing success criteria for effective notebook entries using rubrics (students /teacher developed).
Use Read Alouds/Think Alouds to introduce students to models of narrative texts (real or imagined) relevant to students experiences.
This should support building relationships/communities with and among students and teach elements of the writing and language
standards.
Use mini-lessons to teach elements of narrative writing and illustrate how technology can enhance this process.
Use seed ideas from the Literacy Notebook to identify potential topics for narratives, and use prewriting strategies to begin organizing
ideas for first drafts of narratives (the narrative structure is the foundation for other writing, as writing modes may be blended).
Use student writing to formatively assess knowledge of conventions (capitalization, punctuation, spelling). Address gaps as needed using
strategies from texts like Mechanically Inclined and Everyday Editing. (Ongoing)
Introduce structures and strategies for effective classroom discussions, questioning, and learning tasks that promote higher-order
thinking. (Accountable Talk, Reciprocal Teaching, Think-Pair-Share, etc.)
Use Y-Charts to establish guidelines for classroom discussions that support the speaking and listening standards.

Introduce multi-day close reading lesson with text dependent questions to address reading and writing standards using recommended
literature and informational texts resources (see Close Reading resources).
Students should begin and complete first drafts of narratives.(Drafting)
Emphasize the expectation that students apply knowledge of correct capitalization, punctuation, and spelling in all written work.
Teach language standards in context of mentor texts (adjectives [coordinate adjectives], modifiers, sentence structures, defining words in
context).
Teach common Greek and Latin affixes and roots and the use of reference materials (dictionaries, thesauri) to assist students in defining
unknown vocabulary.
Use formative assessments (student work, results of daily assignments, writing-to-learn, assessments, teacher observations, etc.) to
assess students understanding, develop focused lessons to re-teach, and differentiate instruction to intervene or accelerate as needed.
Collaborate with other ELA teachers (PLCs) to address key findings from formative assessments focusing on adjusting instructional
practices to impact student learning.
Identify gaps in learning and provide small group instruction/intervention to address gaps.
Introduce and model the structures of reading/writing conferences to create collaboration and ownership.
Teacher/Student conferences should be used to help students self-assess their progress and set goals based on the learning targets
(mastery of standards), data analysis, and teacher feedback. (Teacher feedback should be ongoing.)

Weeks 7 - 9

Grade 7: Cycle 1
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June 1, 2015

Continue reinforcing the routines and procedures established thus far and encourage student reflection on how they support building a
safe and respectful learning community. (Ongoing)
Continue the Reading/Writing Workshop using models of narratives (real or imagined) and incorporate informational texts embed the
narrative format from the recommended text resources. Use Literacy Notebooks as a storage vault for reading responses, vocabulary
work, mini-lessons, etc.
Language and speaking and listening standards should be incorporated within lessons to build students communication skills.
Involve students in developing criteria for assessing work using the language of the writing and language standards that have been
taught. Refer to the Writing Criteria and other resources for assessing student writing available in the Middle School Literacy Closet
Conduct teacher/peer conferences to revise and edit narrative drafts. Allow students to use feedback from the conferences to improve
their work. Promote the use of dictionaries and thesauri during the revising and editing process. (Revising and Editing)
Schedule time for students to share their narratives in small or large groups emphasizing the speaking and listening standards.
Use student-developed scoring guides/rubrics to assess quality of work and determine next steps for instruction.
Administer appropriate assessments to gather data on student learning and progress toward goals. Involve students in analysis of
results to promote self-monitoring on growth for the first six weeks.