School District of Springfield Township

A SNAPSHOT OF GRADE 7 LANGUAGE ARTS:

Preparing students for the 8th grade benchmark expectations

The Language Arts Standards in Action
Reading Standards
Writing and Grammar Standards
Speaking and Listening Standard
Most Frequently Asked Questions

(A Pennsylvania State Standards-Based Curriculum)

Springfield Township Middle School

A Snapshot of Grade 7 Language Arts Essential Questions explored through the literature selections

Unit 1: Out Here On My Own

What is the difference between things that happen to us and things that we make

happen? Unit 2: Do The Right Thing

What is the cost or price of justice? Is justice worth the cost or price?

Unit 3: Living In The Heart

What is the purpose of myth? How are our feelings/emotions/insecurities

reflected through poems, novels, and myths? Unit 4: I Search, You Search, We All Search

What are the essential skills and resources needed to complete a major research

project? What skills and techniques are needed for effective written and oral

presentations?

Sample Texts The Giver, The Golden Goblet, The Golden Fleece, Samuari’s Tale, Pigman, Waiting for Rain, The Cage, as well as independent novel selections, and selected non-fiction, short stories, and poems from Elements of Literature. Texts and curriculum offer a strong, process-oriented, social studies connection.

What goes on in the 7th grade classroom?

The Language Arts Standards in Action

Developing Reading Comprehension and Literature Interpretation

o Sadlier Oxford Vocabulary Study, Level B (e.g., Bingo, Charades, Add-a-piece, Pictionary games; interactive wordplay)
o Exercises and practice
o Graphic organizers, interactive notebook, book talks, story sequencing, role play, web quest, small group collaborative tasks, Literature Circles, jigsaw activities, SSR for self-selected pleasure reading each day

Developing Writing Skills/Improving Grammar, Usage, and Mechanics

o Frequent formal and informal writing assignments (e.g., informational mode: “Athenan or Spartan?” narrative mode: descriptive essay, persuasive mode: “Was King Tut murdered?”)
o Process writing; peer review and peer edit collaboration; teacher edit
o Creative writing: e.g., short story, Greek god bio-poem
o Targeted mini-lessons (Elements of Language): e.g., sentence fragments and sentence structures, agreement, punctuation, using verbs correctly

Developing Speaking and Listening Skills

o Collaborative learning assignments, small and large group discussion formats
o Oral Presentation—I-Search

Developing Research Skills

o I-Search project (self-selected, social studies driven): steps in process, locating sources, developing Works Consulted, note-taking, concept of plagiarism

By the end of 7th grade, students… KNOW…300 new vocabulary words, how to study CAN DO…research a question, assemble information, and document sources

Grades 6-8

Reading Standards

Student reads independently to understand, interpret, and respond to a wide range of texts.

Student reads informational texts critically to solve problems, make decisions, and draw conclusions.

Student analyzes and interprets literature across experiences, societies, eras.

Grade 8 Benchmarks: What is expected by the end of 8th grade

Uses reading strategies, vocabulary strategies, and demonstrates both fluency and comprehension
Uses, analyzes, and explains essential content of informational texts, documents, and media; produces a work in at least one type of informational text.
Analyzes, interprets, and responds to works of literature in a variety of genres

Sample Indicators of Effective 7th Grade Reading Behaviors:

o Developing skill in selecting and reading texts appropriate to a given purpose
o Anticipates text: previews, identifies text structures such as headings, titles
o Uses metacognitive skills to monitor understanding
o Applies and practices reading skills across the curriculum
o Develops, uses, reflects on, and modifies a personal note-taking system
o Recognizes when text is intended to persuade and confirms or refute
o Compares and analyzes different perspectives on information
o Cites evidence to support views
o Analyzes different narrative voices and perspectives
o Discusses characteristics of literary forms and genres
o Analyzes literary elements, devices, language, and structures
o Responds to texts from four stances: Initial Understanding, Develop Interpretation, Respond Personally, Respond Critically (See PSSA Reading Assessment Rubric)
o Pronounces, understands, and uses a growing number of root words, prefixes, suffixes, synonyms, antonyms, and homonyms.

Essential Learning Prompted by Reading Standards: Students learn strategies for comprehending a variety of texts of quality and complexity for practical, educational, and aesthetic purposes. Through making connections across experiences, societies, eras, students enhance both their reading pleasure and skill.

Grades 6-8

Writing and Grammar Standards

Student writes effectively. Effective writing includes making writing choices appropriate to audience and purpose, using writing process (pre-write, draft, revise, proofread and edit, publish), and controlling focus, content, organization, style, and conventions.

Student increases grammatical competencies.

Grade 8 Benchmarks: What is expected by 8th grade

Writes narrative/descriptive pieces, multi-paragraph informational pieces, and persuasive pieces of writing
Writes well-developed pieces using writing process
Identifies components of a sentence and their functions; uses components and functions correctly
Identifies and uses a variety of sentence structures
Uses mechanics appropriately.

Sample Indicators of Effective 7th Grade Writing /Grammar Behaviors:

o Increases skill in writing narrative pieces that show evidence of varying organizational methods, sensory detail, concrete language, relevant dialogue, literary conflict, literary elements and devices
o Revises by making structure, content, and sentence level changes fo
o Evaluates reader input and makes revisions accordingly
o Orders information by various methods of organization
o Creates multi-paragraph outline or diagram as guide for consistency in topic, purpose, point of view
o Uses writing terminology of PA Writing Assessment Domain Scoring Guide to discuss writing issues
o Reflects upon and evaluates process and product
o Knows and uses parts of speech correctly: concrete/abstract nouns, possessive pronouns, demonstrative adjectives, verb tense, subordinate conjunctions
o Combines sentences: inserts words, phrases, coordinating conjunctions; creates compound subjects/predicates; subordinates clauses
o Uses punctuation correctly: comma, semicolon, colon, quotation
o Continues to monitor and correct spelling weaknesses

Essential Learning Prompted by Writing and Grammar Standards:

Students understand that the process of writing is as important as the product itself. The awareness of the writer’s choices and how those choices affect the reader help students take greater care in both content and mechanics. Students and teachers use the PA Writing Assessment rubric domains for assessment and instruction

Grades 6-8

Speaking and Listening Standard

Student demonstrates speaking, listening, and discussion skills.

Grade 8 Benchmarks: What is expected by the end of 8th grade

Listens to others in formal speaking situations
Speaks using skills appropriate to formal speech and performance situations
Contributes to discussions
Participates in small and large group presentations

Sample Indicators of Effective 7th Grade Speaking/Listening Behaviors:

o Summarizes events and identifies significant points; identifies new words and concepts
o Analyzes own speaking and listening behavior; sets goals for growth
o Responds to ideas of others by agreeing, furthering, questioning, validating, providing examples, etc.
o Organizes thoughts before speaking or discussing and has a clear beginning, middle, and end
o Selects, develops, and uses visual aids of different types
o Rehearses thoughtfully—practices pronunciation, pacing, etc.
o Evaluates performances
o Engages audience using a variety of techniques including eye contact, voice inflection, visual aids, expressive language, and gestures
o Participates as a speaker and/or listener through everyday conversation, interviews, class discussions, small group discussions, informal debates, complex directions, and explanations
o Works effectively for group presentations—plans, shares workload equitably
o Completes effective I-Search presentation

Essential Learning Prompted By Speaking/Listening Standard:

Effective communication through speaking and listening is a life skill. Students learn to listen critically and to speak cogently, to respond to ideas and synthesize them in a discussion, to present ideas formally and informally, and to stand before a group and present information or artistic expression.

Grades 6-8 Research Standard

Student researches by gathering and synthesizing information from reference materials and communicating the knowledge gained (See also Reading Standards).

Grade 8 Benchmark: What is expected by the end of 8th grade Completes I-Search, CAPPS projects, and cross-curricular projects that involve planning, gathering, organizing, documenting, and reflecting.

(For details about the research process and documentation format, consult the School

District of Springfield Township Research Guide online at www.sdst.org/sms/library)

Sample Indicators of Effective 7th Grade Research Behaviors:

o With assistance poses question or problem as focus
o With scaffolding uses effective strategies for locating valid information
o Uses a variety of electronic and traditional sources
o Collects, organizes, and stores information for later use
o With assistance generates ideas for further information (e.g., mind mapping, brainstorming, questioning, listing)
o Uses structured format to gather and arrange relevant notes
o Interprets information to formulate ideas which address the question o
o Uses statistics, quotations, examples, graphs/visuals as support
o Gives precise and formal credit for others’ ideas, images, information using a standard method of documentation
o Uses technology skills in accessing, organizing, storing, analyzing, evaluating, and reporting information and conclusions (e.g., word processing, desktop publishing, search tools)
o Discusses/evaluates one’s own and others’ research products and performances

Essential Learning prompted by the Research Standard:

Students learn and practice the lifelong tools and skills of effective inquiry: posing questions, locating and identifying reliable sources, note taking, organizing information, synthesizing, documenting sources, and reflecting on the effectiveness of the process. The Language Arts Research Standard sets the level of expectation across the curriculum.

Most Frequently Asked Questions

How does the 7th grade curriculum prepare my child for the high school?

Answer: The SDST Language Arts curriculum derives from the eight identified Pennsylvania content and skill standards for Language Arts. Each standard contains content/skill benchmarks that must be achieved by the end of certain grade levels. For example, even though it is housed in the high school, grade 8 serves as the benchmark for grade band of 6-8; therefore, students are expected to perform the benchmarks at the proficient level by the end of grade 8. (The next grade band is 9-12; grade 12 is the benchmark year for the band.) Each grade in the band works from a scope and sequence that provides detailed descriptors of content and skills for each benchmark. For consistency, from this document, teacher teams develop and implement unit plans outlining assessment and instruction at each grade level in the band. Therefore, there is a clear, consistent, and articulated set of content/skill expectations as students move through the grade levels. Further, because we believe that Language Arts Standards underpin content area instruction, these standards and the scope and sequence are cross-curricular.

What can parents/caregivers do to help their children academically in grades 6-8?

Answer: There are several things that parents/caregivers can do to encourage and support learning:

1—Model reading as a pleasure activity and as critical to learning and decision-making.

2—Set clear expectations for completion of homework and long-range assignments. Help your son/daughter to develop a plan to schedule all of the demands on his/her time.

3—Encourage the ethical use of information in your child’s work.

4—Help your child by clarifying directions, encouraging him/her to think out loud, to brainstorm, to plan, and to be accurate and precise. Make sure that you draw the line at helping your child complete his/her own work.

5—Contact your child’s teacher if you need clarification of grade level expectations, assignment details, and/or to give the teacher any important information about your child. Make sure that your child understands that you and the teacher are working together for his/her best achievement.