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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Language Arts - Grade 7 English |
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Genre: Myths/Narratives/Literature
The learner will be able to
recognize, examine, and use knowledge of themes, structure, and elements of myths, traditional narratives, and classical literature and offer textual evidence to support understanding.
| Strand |
Scope |
Source |
| Genre |
Master |
MA: Curriculum Framework, 2001, Grade 8, 16 |
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Word Choice: Senses/Imagery/Mood
The learner will be able to
recognize and examine how author's word choice appeals to the senses, creates imagery, suggests mood, and sets tone and provide textual evidence to support understanding.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 8, 15 |
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Nonfiction: Purpose/Structure/Elements
The learner will be able to
recognize, analyze, and apply knowledge of purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their comprehension.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
MA: Curriculum Framework, 2001, Grade 8, 13 |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14 |
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Poetry: Graphical Features/Respond
The learner will be able to
respond to graphical features in poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14.4 |
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Author Intention: Identify Genre/Purpose
The learner will be able to
identify the genre of writing to determine the author's purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 10.4 |
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Author Intention: Analyze/Purpose
The learner will be able to
analyze genre characteristics as forms selected by an author to accomplish a purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 10.4 |
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Poetry: Figurative Language/Respond
The learner will be able to
respond to figurative language in a poem.
| Strand |
Scope |
Source |
| Poetry: Figurative Language |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14.4 |
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Poetry: Sound/Respond
The learner will be able to
respond to sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14.4 |
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Poetry: Form/Structure/Respond
The learner will be able to
respond to the structure in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14.4 |
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Poetry: Theme/Identify
The learner will be able to
identify the theme of a given poem.
| Strand |
Scope |
Source |
| Poetry: Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14 |
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Characteristics: Identify
The learner will be able to
identify key characteristics of genres.
| Strand |
Scope |
Source |
| Genre: Characteristics |
Master |
MA: Curriculum Framework, 2001, Grade 8, 10 |
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Analyze: Characteristics
The learner will be able to
analyze key characteristics of a variety of genres.
| Strand |
Scope |
Source |
| Genre: Analyze |
Master |
MA: Curriculum Framework, 2001, Grade 8, 10 |
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Elements: Identify
The learner will be able to
identify poetic elements.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14 |
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Elements: Analyze
The learner will be able to
analyze the poetic elements within a poem.
| Strand |
Scope |
Source |
| Poetry: Elements |
Master |
MA: Curriculum Framework, 2001, Grade 8, 14 |
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Oral/Written Text: Scoring Guides
The learner will be able to
collaboratively develop and use scoring guides or rubrics to enhance organization and presentation of written and oral projects.
| Strand |
Scope |
Source |
| Oral/Written/Visual Text: Evaluating |
Master |
MA: Curriculum Framework, 2001, Grade 8, 25.4 |
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Sentence Structure: Apply
The learner will be able to
apply grammar and usage by combining, including, reordering, and reducing sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.21 |
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Pronoun: Referent/Identify
The learner will be able to
identify the appropriate pronoun referent.
| Strand |
Scope |
Source |
| Pronoun |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.19 |
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Sentence Structure: Simple/Recognize
The learner will be able to
recognize simple sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.18 |
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Sentence Structure: Recognize
The learner will be able to
recognize correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.20 |
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Sentence Content: Variety/Type
The learner will be able to
write a variety of sentence types.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
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Patterns: Identify/Sentences
The learner will be able to
identify patterns in sentences.
| Strand |
Scope |
Source |
| Language Patterns |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.15 |
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Usage: Identify/Standard
The learner will be able to
identify standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.20 |
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Formal/Informal: Describe/Role
The learner will be able to
describe the role of Standard English in formal and informal communication.
| Strand |
Scope |
Source |
| Language Conventions: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 8, 6 |
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Compound/Complex: Recognize
The learner will be able to
recognize compound sentences.
| Strand |
Scope |
Source |
| Sentence Structure: Compound/Complex |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.18 |
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Preposition: Makeup/Function
The learner will be able to
identify the makeup and function of prepositional phrases.
| Strand |
Scope |
Source |
| Preposition |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.17 |
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Mechanics: Identify
The learner will be able to
identify the correct use of mechanics.
| Strand |
Scope |
Source |
| Mechanics |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.20 |
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Formal/Informal: Situation
The learner will be able to
use appropriate formal/informal language for a given situation.
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
MA: Curriculum Framework, 2001, Grade 8, 6 |
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Strategies: Effective/Purpose/Delivery
The learner will be able to
use effective strategies for different purposes when delivering oral presentations.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 8, 3.12 |
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Strategies: Questions/Ideas/Information
The learner will be able to
ask questions, listen to others' ideas, and contribute his or her own ideas or information in group discussions or interviews as a way of acquiring new knowledge.
| Strand |
Scope |
Source |
| Speaking Strategies |
Master |
MA: Curriculum Framework, 2001, Grade 8, 2 |
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Formal: Audience/Purpose/Create/Deliver
The learner will be able to
create and deliver formal presentations appropriate to specific audiences and purposes.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
MA: Curriculum Framework, 2001, Grade 8, 3 |
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Discussion: Guidelines/Formal
The learner will be able to
understand guidelines for formal discussions.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 8, 1.4 |
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Discussion:Formal Informal/Large Small
The learner will be able to
follow guidelines for formal and informal discussions in large and small groups.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
MA: Curriculum Framework, 2001, Grade 8, 1 |
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Evaluator: Presentations/Teacher Aid
The learner will be able to
evaluate oral presentations using teacher generated criteria.
| Strand |
Scope |
Source |
| Evaluator |
Master |
MA: Curriculum Framework, 2001, Grade 8, 18.4 |
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General: Information/Consideration
The learner will be able to
give a presentation with appropriate consideration to the information being conveyed.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
MA: Curriculum Framework, 2001, Grade 8, 3 |
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Language Conventions: Dramatic Effect
The learner will be able to
use language to produce a dramatic effect in oral presentations.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 3.12 |
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Spelling: Write/Correct
The learner will be able to
write using correct spelling.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
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Study and Research Skills
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Resource: Obtaining Information
The learner will be able to
obtain information from a variety of sources.
| Strand |
Scope |
Source |
| Research Skills |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Dictionary: Entry/Meaning
The learner will be able to
identify the meaning of a word based on the dictionary entry.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.22 |
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Dictionary: Parts of Speech
The learner will be able to
use a dictionary to identify parts of speech.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.22 |
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Dictionary: Pronunciation
The learner will be able to
discern the correct pronunciation of a word from a dictionary entry.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.22 |
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Dictionary: Etymology/Identify
The learner will be able to
use a sample dictionary entry to identify the etymology of a word.
| Strand |
Scope |
Source |
| Dictionary |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.22 |
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Sources: Cite
The learner will be able to
cite sources of information.
| Strand |
Scope |
Source |
| Reference |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Graphical Format: Information/Recognize
The learner will be able to
recognize graphical information that enhances text.
| Strand |
Scope |
Source |
| Graphical Format |
Master |
MA: Curriculum Framework, 2001, Grade 8, 13.19 |
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Organization: Structure/Use
The learner will be able to
use various organizational structures.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 8, 13.20 |
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Thesaurus: Alternative Words/Meanings
The learner will be able to
recognize alternative word choices and meanings through the use of a thesaurus.
| Strand |
Scope |
Source |
| Thesaurus |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.22 |
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Research Project: Collaborative
The learner will be able to
use the research process to conduct a research project collaboratively.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Research Project: Results/Writing
The learner will be able to
present research results in writing.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Research Project: Information/Synthesize
The learner will be able to
synthesize information gathered from interviews and group discussions for reports.
| Strand |
Scope |
Source |
| Research Project |
Master |
MA: Curriculum Framework, 2001, Grade 8, 2.4 |
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Primary/Secondary: Difference
The learner will be able to
tell the difference between primary and secondary sources.
| Strand |
Scope |
Source |
| Reference: Primary/Secondary |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Organize: Information/Purpose/Specific
The learner will be able to
organize information from a variety of sources for a specific purpose.
| Strand |
Scope |
Source |
| Research Skills: Organize |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Organize: Research/Data
The learner will be able to
organize materials and data collected through research.
| Strand |
Scope |
Source |
| Research Skills: Organize |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Cite: Paraphrase/Quote/Distinguish
The learner will be able to
distinguish between paraphrasing and direct quotation.
| Strand |
Scope |
Source |
| Research Skills: Cite |
Master |
MA: Curriculum Framework, 2001, Grade 8, 24.4 |
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Expand: Vocabulary
The learner will be able to
expand his/her vocabulary.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4 |
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Base Word: Greek/Latin/Recognize
The learner will be able to
recognize and use common Greek and Latin roots to determine word meaning.
| Strand |
Scope |
Source |
| Base/Root Word |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.21 |
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Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4 |
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Foreign Words: Meaning/Explain
The learner will be able to
explain the meaning of frequently used foreign words.
| Strand |
Scope |
Source |
| Vocabulary: Foreign |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.22 |
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Prefix Suffix:Greek/Latin
The learner will be able to
apply knowledge of Latin and Greek prefixes and suffixes to determine word meaning.
| Strand |
Scope |
Source |
| Prefix |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.21 |
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Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Scope |
Source |
| Context |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4.20 |
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High Frequency Words: Explain
The learner will be able to
explain the meaning of frequently used words in the English language.
| Strand |
Scope |
Source |
| High Frequency/Common |
Master |
MA: Curriculum Framework, 2001, Grade 8, 5.22 |
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Word Choice: Variety/Resources
The learner will be able to
use a variety of resources to make word choices.
| Strand |
Scope |
Source |
| Word Choice |
Master |
MA: Curriculum Framework, 2001, Grade 8, 21.7 |
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Writing: Use/Expand
The learner will be able to
use an expanded vocabulary when writing.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
MA: Curriculum Framework, 2001, Grade 8, 4 |
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Revise: Improvement/Demonstrate/Content
The learner will be able to
show improvement in organization, content, paragraph development, level of detail, style, tone, and word choice after revision.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 8, 21 |
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Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
MA: Curriculum Framework, 2001, Grade 8, 20 |
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Edit: Usage/Mechanics
The learner will be able to
edit written works for usage and mechanics.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
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Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
MA: Curriculum Framework, 2001, Grade 8, 20 |
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Introduction/Conclusion: Cohesive
The learner will be able to
write an introduction and conclusion that brings the composition together.
| Strand |
Scope |
Source |
| Introduction/Conclusion |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23.10 |
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Revise: Logic/Organization
The learner will be able to
revise writing for logic of organization.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 8, 21.6 |
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Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Master |
MA: Curriculum Framework, 2001, Grade 8, 21.6 |
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Drafting: Organize Facts
The learner will be able to
organize facts in a composition.
| Strand |
Scope |
Source |
| Drafting |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23.10 |
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Essay: Thesis/Clear
The learner will be able to
write essays that include a clear thesis.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23.10 |
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Organization: Logical
The learner will be able to
organize writing in a logical way.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.23 |
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Organization: Purpose/Support
The learner will be able to
organize information to support his/her purpose in writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23 |
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Organization: Compare/Contrast
The learner will be able to
use compare and contrast structures to organize writing.
| Strand |
Scope |
Source |
| Organization |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23.11 |
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Poetry: Techniques
The learner will be able to
apply poetic techniques to writing.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.20 |
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Poetry: Figurative Language/Apply
The learner will be able to
use figurative language when writing poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.20 |
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Paragraph: Multiple
The learner will be able to
write papers with multiple paragraphs.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.23 |
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Story Elements: Setting
The learner will be able to
create and describe a setting when writing a story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.19 |
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Story Elements: Dialogue
The learner will be able to
compose narratives or short stories with dialogue.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.19 |
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Story Elements: Plot/Develop
The learner will be able to
write a story with a well-developed plot, including a problem and resolution.
| Strand |
Scope |
Source |
| Story Elements |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.19 |
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Research: Bibliography/Include
The learner will be able to
include a bibliography with his/her research.
| Strand |
Scope |
Source |
| Research Paper |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.21 |
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Main Idea: Details/Support
The learner will be able to
support a main idea through the use of details in writing.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.23 |
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Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
|
Edit: Sentence Type
The learner will be able to
edit written works for correct types of sentences.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
MA: Curriculum Framework, 2001, Grade 8, 22.8 |
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Topic: Develop
The learner will be able to
develop the topic in his/her writing.
| Strand |
Scope |
Source |
| Topic |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19.23 |
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Transition: Write/Paragraph/Clear
The learner will be able to
write paragraphs that include a clear transition between ideas.
| Strand |
Scope |
Source |
| Transition |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23.10 |
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Report: Organized/Coherent
The learner will be able to
write an organized, coherent report.
| Strand |
Scope |
Source |
| Report |
Master |
MA: Curriculum Framework, 2001, Grade 8, 23.10 |
|
Sentence: Main Idea/Focus
The learner will be able to
create sentences focusing clearly on a main idea.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19 |
|
Detail: Sufficient/Developed/Use
The learner will be able to
use sufficient, developed supporting details.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
MA: Curriculum Framework, 2001, Grade 8, 19 |
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