GRADE SEVEN

English/Language Arts Standards

 

Reading

 

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

 

Vocabulary and Concept Development


1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 3 - Understand that printed materials provide information

·        Identify environmental symbols/signs/cues (FPI 3.1)

·        Match symbol/cue to activity or function (FPI 3.2)

·        Follow a list/schedule of activities (FPI 3.3)

Standard 5 - Read one-syllable or high frequency words

·        Identify high frequency/functional words (FPI 5.3)

            Standard 19 - Share information and ideas, speaking audibly in complete,

            coherent sentences

·        Communicate information using a complete sentence, using gestures, actions, voice output device, or vocalizations (FPI 19.5)

CSB Activities 

·        Students will collect examples of idioms, analogies, metaphors, and similes to incorporate into their English language journal and notebook for use in their own speaking and writing. (Academic)

·        Identify and understand the use of idioms in the English language.  Students will collect examples of idioms used within their own general age grouping and compare them to those found in their academic readings.  Students will report on the origins an idiom that they themselves use in their daily language and one that they discovered as are result of their reading.  (wazzup, for better or for worse, etc.) (Academic)

·        Define and give examples of similes used in textual materials or in everyday language.  Read, listen to teacher-read or audio-recorded selections of prose and poetry with a focus on the author’s use of similes. (Academic/Compensatory)

·        Create a class bulletin board with examples of similes and idioms and other literary forms for reference in building students’ own speaking and writing voice. (Academic/Compensatory)

·        Define a metaphor and provide examples after reading or listening to stories, poems, and magazine and newspaper articles. (Academic/Compensatory)

·        Each class member take a 24 hour listening tour and list the use of idioms, analogies, metaphors and similes that people use in everyday conversation (in the home, school, dorm, and about campus).  Engage in a class discussion of findings and list those findings on the class bulletin board and/or student notebooks. (Academic/Social/R&L)

·        Listen to lyrics to songs and identify idioms, metaphors, and similes from current CSB Singers and Glee Club selections.  Students can name a favorite word pattern from the lyrics to sing. (R&L/Social)

·        Students can make up their own similes and other literary forms to create a song or poem. (R&L/Social)

·        Listen for abstract concepts and the use of literary forms in teacher read stories, magazine and news articles such as “bright as the sun,” or “skinny as a rail.”  Provide hands-on opportunities for students to understand these concepts. (Compensatory/Listening)

 

1.2 Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will include a section of Greet, Latin, and Anglo-Saxon roots and affixes in their English language journal and notebook. (Academic)

·        Students will complete writing and word matching exercises to support their learning of roots, suffixes and prefixes for word meaning. (Academic)

·        Through class discussion about historic events, students will become familiar with common Greek or Latin phrases (e.g., e pluribus Unum) (Academic)

·        Identify objects, images, products, and symbols of a different language group and tell of their historic use and function for that culture. (Academic)

·        Recite familiar words and phrases of a different language group (colors, numbers, simple greetings and salutations) (Academic/Social)

·        Identify objects, images, products, and symbols of a different language group (serape, taco, perfume, etc.) (Compensatory/Social)

·        Students will learn about the use foreign phrases in daily routines such as in listening to menus at a restaurant, reading/listening to common phrases in books, newspapers, or invitations (e.g., RSVP).  Activities in the classroom may include a game of picking a card from a basket with a phrase printed/brailled on it and using it in a sentence or role-playing how it is used (please and thank you in English, Spanish, French, Mandarin, and Arabic). (DLS/Social)

·        Sing songs or recite simple poems in another language. (Social/R&L)

·        Through reading or listening to stories, students will learn about the use of common foreign phrases like greetings, foods, or typical phrases used in daily life. (Compensatory/DLS)

 

1.3 Clarify word meanings through the use of definition, example, restatement, or contrast.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Student will use a print or talking dictionary or an internet search to find word meanings and definitions when needed. (Compensatory/Technology)

·        Students will state in words using words other than the target word in giving an example, restating, or contrasting the meaning of the word.  (condense:  to make more compact or thick.  Rather than the author compacting (condensing) her article, she expanded and elaborated on many scientific theories.) (Academic)

·        Students will be given opportunities to make themselves understood and have their needs met by redefining, giving example, and restating in a different way when their original attempt to communicate a need was unsuccessful.  Students can practice this skill through class role-play such as in making a request for a drink of water. (Social)

 
2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade seven, students make substantial progress toward this goal.

 

The grade-level-appropriate materials must be made available in Braille to Braille readers in a timely manner.

 

Structural Features of Informational Materials

 

2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Braille Standard

Same as state content standard as written above.

SEACO

Standard 3 - Understands that printed materials provide information

·        Use printed materials to provide/obtain information (7th) (FPI 3

Standard 10 - Ask and answer questions about essential elements of a text

·        Respond to simple questions about text (7th) (FPI 10.2)

·        Recall events/story (7th) (FPI 10.3)

Standard 12 - Identify the structural features of popular media and use the features to obtain information

·        Use printed material to obtain information on desired item (7th) (FPI 12.2)

·        Use computer search engine to locate desired information (7th) (FPI 12.3)

CSB Activities

·        Students will list or chart the kind of information found in a newspaper compared to that of their grade level texts and from that of the instructional manual for their note taker. (Academic)

·        Given a varied selection of discussion and writing topics, students will determine which category of information source would be most effective to read first.  (the local weather for the day, the causes of the Great Depression of 1930’s, current university research on curing the common cold). (Academic/Social)

·        Give reasons for their preferences in listening to storybooks, news or magazine articles, instructional manuals, radio and television. (Compensatory/Social)

 

2.2 Locate information using a variety of consumer, workplace, and public documents, asking for assistance, as appropriate, to locate those documents.

Braille Standard 

Locate information using a variety of consumer, workplace, and public documents, asking for assistance, as appropriate, to locate those documents.

SEACO:

Standard 11 - Identify the main events of the plot, their causes, and the influences of each event on future events.

·        Sequence story line (7th, 8th) (FPI 11.1)

·        Predict what will happen next when given a short story or social situation (7th, 8th) (FPI 11.2)

·        Determine cause by given effect or effect by given cause (7th 8th) (FP 11.3)

CSB Activities

·        Student will use internet to locate documents and consumer information. (Academic/Technology)

·        Student will place directory assistance calls to obtain telephone numbers for agencies, non-profit organizations, government agencies, etc. (O&M/Social)

·        Student will learn about map-quest and use it to contribute to family and class outings by providing a travel map.  (Student will gain information about the destination by calling 411 for directory telephone assistance in gaining the telephone number for the address of the destination, if needed.) (O&M/Social/DLS)

 

2.3 Analyze text that uses the cause-and-effect organizational pattern.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Student will use problem solving strategies such as charting to compare and contrast characters, situations, and environments when Student will use problem solving strategies such as charting to compare reading/listening to stories, articles, poems, and other forms of literature. (Academic/Compensatory)

·        Students will determine the cause and effect of real-life scenarios drawn from current events and historical writings. (Compensatory/Social)

·        Provide examples of short stories or passages of real experiences where students provide a logical or likely outcome.  Compare student outcome to that of the author’s.  Compare student outcomes with that of peers. (Compensatory/Social)

·        Students will respond to and discuss cause/effect scenarios from CSB’s Safe and Sound curriculum in making wise personal choices for themselves. (Compensatory/Social)

 

Comprehension and Analysis of Grade-Level-Appropriate Text

 

2.4 Identify and trace the development of an author’s argument, point of view, or perspective in text.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Write and dictate the author’s main point and list the supporting words, sentences and phrases for the author’s point and perspective. (Academic/Braille/VE)

·        Discuss a story read in class and trace the author’s point of view. (Compensatory)

 

2.5 Understand and explain the use of a simple mechanical device by following technical directions.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Student will read a variety of technical directions written for the operation of adaptive or recreation equipment such as BrailleNote, talking clock, and talking calculator and will perform operations such as setting the alarm on the clock or placing batteries into the calculator based on following the directions. (Technology/DLS)

·        Student will write directions for a peer to follow. (Compensatory/Social)

 

Expository Critique

 

2.6 Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students will practice asking open ended questions such as “Tell me how you know that?” (Academic/Social)

·        After reading an expository passage, students will list items of a factual nature and those that are opinions. (Academic)

·        Students will write about a favorite item and attempt to persuade the reader to purchase it.  Student will intentionally give facts and opinions in his writing.  Papers will be exchanged among peers who will list the facts and opinions and challenge the writer to defend the product. (Academic/Social)

 

3.0 Literary Response and Analysis

 

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

 

Structural Features of Literature

 

3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, and essay).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Have students go to the library and check out examples of different forms of prose. (Academic)

·        Have students find another example of a particular form of prose online. (Academic/Technology)

·        After listening to prose read to them by a teacher or a screen reading softwear have students discuss what was the purpose of the writing. (Compensatory)

 

Narrative Analysis of Grade-Level-Appropriate Text

 

3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).

Braille Standard

Same as state content standard as written above.

SEACO

Standard 10 - Ask and answer questions about essential elements of a text.

·        respond to simple questions about text (6th & 7th) (FPI 10.2)

·        recall events/story (6th-8th) (FPI 10.3)

CSB Activities 

·        Have students answer who, what, when, where, why questions about the story. (Academic)

·        Students connect a story to personal experiences and note how events influenced the outcome. (Academic/Social)

·        Have students practice sequencing events in a story read to them. (Compensatory/Social)

·        Have students practice giving hints that foreshadow a future event. (Compensatory)

 

3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Connect literature to a particular time or holiday. (Academic/Social)

·        Read literature that is exciting, interesting to the students, and relevant to what is important in their lives. (Academic/R&L/Social)

·        Assist students in recognizing what you can learn about a person through language, speech patterns and actions. (Compensatory/Social)

 

3.4   Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Have students ask librarian for prose in different genres but on similar theses, i.e. bravery, loyalty. (Academic/Social)

·        Pick a particular period in history and read fiction, nonfiction and poetry about that time. (Academic/Braille/VE)

·        Watch different types of movies about a particular theme. (Compensatory/R&L)

·        Use examples of different types of advertising for the same product. (Compensatory/Social)

 

3.5 Contrast points of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will visit the library and find examples of different points of view in writing. (Academic)

·        Contrast the difference of the point of view in a biography and an autobiography. (Academic/Social)

·        Discuss students’ point of view as they recount weekend experiences. (Compensatory/R&L)

 

Literary Criticism

 

3.6 Analyze a range of responses to a literary work and determine the extent to which the literary elements in the work shaped those responses.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 11 - Identify the main events of the plot, their causes, and the influence of each event on future events.

·        sequence story line (FPI 11.1, 6th)

·        predict what will happen next when given a short story or social situation (FPI 11.2, 7th)

·        determine cause by given effect, or determine effect by given cause (FPI 11.3, 8th)

CSB Activities 

·        Find a book review online and discuss the reviewer’s response. (Technology/Academic)

·        Have class discuss a book recently read and what they liked and disliked about the style of the book. (Academic/Social)

·        Have class discussion about what makes a book fun and interesting to read or listen to. (Compensatory/Social)

·        Have a debate about the merits of a particular story and highlight how opinions can vary about a story. (Compensatory/Social)

 

Writing

 

1.0  Writing Strategies

 

Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

 

Organization and Focus

 

1.1 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 13 - Locate information by using a variety of consumer, workplace, and public documents.

·        compile shopping list from recipe (FPI 13.2, 6th)

·        choose preferred activities using public documents (13.3, 7th)

·        make own public transport plan (FPI 13.4, 8th)

CSB Activities 

·        Give students a structural template to follow in writing (i.e. beginning, middle, and ending sentence). (Academic)

·        Have students practice saying aloud what they want to write to see if it sounds right and makes sense. (Academic/Listening)

·        Have students dictate a composition that follows a prescribed order (i.e. beginning, middle, and end). (Compensatory)

·        Assist students in remaining on topic when writing or dictating a story. (Compensatory)

 

1.2 Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Assist students in assembling supportive information from the library or the internet about their topic. (Academic/Technology)

·        Teach students how to elaborate on a topic by providing examples and description. (Academic/Compensatory)

·        When returning items to a store student will remember to bring the receipt, the tags on the clothing or item, and have in mind the reason for the return. (DLS/O&M)

·        When asking for assistance or reduced fare on transportation student will have with them the identifying information that is required. (Compensatory/DLS/Social)

 

1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts.

Braille Standard

Use strategies of notetaking, outlining, and summarizing to impose structure on composition drafts, using a slate and stylus, braille notetaker, or notebook computer.

SEACO: N/A

CSB Activities 

·        Students learn to outline prior to writing an essay. (Academic)

·        Students learn to take notes on the subject about which they intend to write. (Academic/Compensatory)

·        During Life after CSB, students take notes on the subject discussed. (Compensatory/Vocational)

·        Students take notes on a movie in order to answer questions they given to them ahead of time. (Compensatory/R&L)

·        Students take notes on a story read to them. (Compensatory/Listening)

·        Students write down their daily schedule in Braille Note and give copy to teacher. (Braille/DLS)

 

Research and Technology

 

1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 12 –Identify the structural features of popular media and use the features to obtain information

·        use computer search engine to locate desired information (FPI 12.3, 6th)

Standard 16 – Demonstrate basic keyboarding skills and familiarity with computer terminology.

·        utilize keyboard/device to access software (FPI 16.4, 6th)

·        utilize keyboard/device for writing function (FPI 16.5, 6th)

CSB Activities 

·        Students will learn to use PowerPoint for presentations in mainstream classes. (Academic/Technology)

·        Students will use PowerPoint to make slide shows of personal pictures. (Technology/Social)

·        Students will be able to write name, address, and phone number in some format. (Compensatory/DLS)

·        Students will learn to use Publisher to make posters for school events. (Technology/Social)

 

1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students will learn that information cannot be copied directly from a source without giving credit to that source. (Academic)

·        Students will give credit to the appropriate source when sharing information. (Compensatory/Social)

 

1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Braille Standard

Create documents by using adapted computer hardware, scanner, computer navigations software, word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

            a. Create properly formatted Braille documents.

SEACO: N/A

CSB Activities

·        Students use Braille Note, braille displays, scanners, screen readers, ZoomText, and all available assistive technology to create and read documents. (Academic/Technology)

·        Students have access in class and the computer lab to assistive technology. (Technology)

·        Students learn to navigate the internet for pleasure as well as for information with assistive technology. (Technology/R&L)

·        Students learn the many functions of the Braille Note in everyday life. (Technology/R&L/DLS)

 

Evaluation and Revision

 

1.7 Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students assist each other in revising writing and techniques associated with assistive technology (i.e. keyboard commands for Windows). (Academic/Technology)

·        Students ask for feedback on first drafts of writing assignments. (Academic)

·        Students revise methods of organizing personal information for efficiency and accuracy. (Compensatory/Social)

·        Students revise shopping lists to list items in particular categories. (Compensatory/DLS)

 

2.0 Writing Applications (Genres and Their Characteristics)

 

Students write narrative, expository, persuasive, and descriptive texts of at least

500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

 

Using the writing strategies of grade seven outlined in Writing Standard 1.0, students effectively use braillewriters, braille notetakers, notebook computers, screen readers, braille/print translation software, scanners, printers, and braille embossers. Students:

 

2.1 Write fictional or autobiographical narratives:

 

a. Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view.

 

b. Develop complex major and minor characters and a definite setting.

 

c. Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions).

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students write their autobiography highlighting an important period in their life. (Academic/Social)

·        Students write a story that highlights a particular character either true or fiction. (Academic/Braille)

·        Students write a suspense story modeled after a movie or book that they have read. (Academic/R&L)

·        Students write or dictate a story about a time in their lives. (Compensatory/Social)

·        Class writes a story together about an experience they have at school. (Social/Compensatory)

·        Students interview their parent for a biographical story to share with class. (Social)

 

2.2 Write responses to literature:

 

a. Develop interpretations exhibiting careful reading, understanding, and insight.

 

b. Organize interpretations around several clear ideas, premises, or images from the literary work.

 

c. Justify interpretations through sustained use of examples and textual evidence.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students write book reports about a piece of literature they choose. (Academic/Technology/R&L)

·        Students use examples from a book to support the point of view they write about. (Academic)

·        Students discuss their responses to a movie with a particular theme. (Social/R&L)

·        Students discuss their responses to a news article of relevance to them. (Social)

 

2.3 Write research reports:

 

a. Pose relevant and tightly drawn questions about the topic.

 

b. Convey clear and accurate perspectives on the subject.

 

c. Include evidence compiled through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries, and online resources).

 

d. Document reference sources by means of footnotes and a bibliography.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students write a report using assistive technology, the library, the internet and interviewing. (Academic/Technology)

·        Students listen to the news and determine what questions should be asked about a certain report. (Compensatory)

·        Students research travel routes during mobility by the internet. (O&M/Technology)

·        Students research prices for desired items by checking different sources online. (Technology/DLS)

 

2.4 Write persuasive compositions:

 

a. State a clear position or perspective in support of a proposition or proposal.

 

b. Describe the points in support of the proposition, employing well-articulated evidence.

 

c. Anticipate and address reader concerns and counterarguments.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students use keyboarding skills, the BrailleNote, and JAWS or ZoomText to write persuasive compositions in class or in the computer lab. (Compensatory/Technology)

·        Students gather evidence to support their positions. (Academic)

·        Students learn how to present a persuasive argument. (Compensatory)

·        Students gather facts to support their position. (Compensatory/Technology)

·        Students write, dictate, or orally deliver their presentation. (Compensatory)

 

2.5 Write summaries of reading materials:

 

a. Include the main ideas and most significant details.

 

b. Use the student’s own words, except for quotations.

 

c. Reflect underlying meaning, not just the superficial details.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students will summarize an article on a particular topic related to current events. (Academic)

·        Students will demonstrate when and how to use quotation marks. (Academic)

·        Class will discuss how to tease out the underlying meaning in an article. (Academic)

·        Students will summarize a class experience or trip, including the most important details. (O&M/Compensatory)

·        Students will summarize the important elements of the job they do off-campus. (Vocational/Compensatory)

 

Written and Oral English Language Conventions

 

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

 

1.0 Written and Oral English Language Conventions

 

Students write and speak with a command of Standard English conventions appropriate to the grade level.

 

Sentence Structure

 

1.1 Place modifiers properly and use the active voice.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will understand the difference between the active and passive voice. (Academic)

·        Students will learn the correct use of modifiers through repetition and practice. (Compensatory/Academic)

 

Grammar

1.2 Identify and use infinitives and participles and make clear references between pronouns and antecedents.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 16 - Demonstrate basic keyboarding skills and familiarity with computer terminology.

·        utilize keyboard/device for writing functions (FPI 16.5, 6th)

CSB Activities

·        Students will practice using the correct pronoun with the antecedent. (Academic)

 

1.3 Identify all parts of speech and types and structure of sentences.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will practice identifying all types of speech through oral and written exercises. (Speaking/Academic)

 

1.4 Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference).

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will incorporate the elements of grammar listed above in written work. (Academic/Braille/VE)

·        Students will understand the difference between the active and passive voice when writing. (Academic)

·        Students will speak with correct grammar. (Speaking/Compensatory)

·        Students will recognize different types of sentences by voice inflection. (Listening/Compensatory)

 

Punctuation

 

1.5 Identify hyphens, dashes, brackets, and semicolons and use them correctly.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students will practice writing/typing different punctuation marks with correct fingering on the keyboard. (Compensatory/Technology)

·        Students can articulate when to use hyphens, dashes, brackets, and semi-colons. (Speaking)

·        Students will recognize different types of punctuation when reading. (Compensatory)

·        Students will use basic punctuation in written work. (Compensatory/Academic)

 

Capitalization

 

1.6 Use correct capitalization.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will capitalize the first word of every sentence, proper names, and days of the week and months of the year. (Academic)

·        Students will know how to use the shift key on the keyboard as well as the Caps Lock. (Technology)

·        In all functional writing, i.e. letters, applications, etc, students will use correct capitalization. (Vocational/Social)

 

Spelling

 

1.7 Spell derivatives correctly by applying the spellings of bases and affixes.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Review the basic affixes with students and their meaning. (Academic/Compensatory)

·        Use SAT review books to learn meaning of common bases and affixes. (Academic/Compensatory)

·        In class reading, have students make a list of all the derivative words they read. (Academic/Compensatory)

·        Demonstrate the common prefixes and suffixes and how they can help you understand the meaning of a word, i.e. preschool, preteen, etc. (Academic/Compensatory)

 

Listening and Speaking

 

1.0 Listening and Speaking Strategies

 

Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication.

 

Comprehension

 

1.1 Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions.

Braille Standard:

Same as state content standard as written above.

SEACO: N/A

CSB Activities

·        Students will make a list of questions to ask a speaker at an assembly or class field trip. (Listening/Speaking)

·        Students will compile of list of questions to ask administrators regarding CSB policy. (Speaking)

 

1.2 Determine the speaker’s attitude toward the subject.

Braille Standard

Same as state content standard as written above.

SEACO N/A

CSB Activities

·        Students will practice determining attitude from listening to TV, news stories, and guest speakers. (Listening/Social)

·        Students will role play expressing different attitudes and see if class knows what attitude they are expressing. (Speaking/Social)

 

1.3 Respond to persuasive messages with questions, challenges, or affirmations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        When there is a class speaker or on a field trip with a speaker, students will ask probing questions. (Listening/Speaking)

·        Teach students to ask “follow-up” questions when another student is giving information. (Listening/Speaking)

·        After listening students will discuss the speaker’s attitude by content, voice inflections, pauses, and tone. (Listening/Compensatory)

·        Students will learn a tactful way to respond to a speaker. (Social/Speaking)

 

Organization and Delivery of Oral Communication

 

1.4 Organize information to achieve particular purposes and to appeal to the background and interests of the audience.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 24 - Apply appropriate interviewing techniques

·        maintain topic in conversation appropriate for situation (FPI 24.3, 6th)

·        identify and relate work experience/skill relevant to job (FPI 24.4, 6th)

·        ask relevant questions during interview (FPI 24.5)

CSB Activities

·        Students will visit other classes and give a presentation making note of the age and interest level of the students to whom they present. (Social/Speaking)

·        Students will practice the different ways they would present to other students versus administration at CSB. (Social/Speaking)

 

1.5 Arrange supporting details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 19- Share information and ideas, speaking audibly in complete , coherent sentences.

·        communicate information using a complete sentence (FPI 19.5, 6th)

·        using gestures, action, voice output device, or vocalizations

Standard 20 - Describe persons, places, things, locations, and actions.

·        share descriptive information about location and actions (FPI 20.5, 6th)

CSB Activities

·        Students will prepare thoughtful, descriptive images of White Cane Day to the school assembly. (Social/Speaking)

·        When advocating for change at CSB students will prepare their arguments well with supportive evidence. (Social/Speaking)

 

1.6 Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and facing the audience, for effective presentations.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students will have the opportunity to speak on a topic to different classes and learn to adjust the content and delivery to each group. (Speaking/Social)

·        Students have the opportunity to discuss blindness and their adaptations to sighted peers in mainstream classes. (Social/Speaking)

·        Students give persuasive speeches running for Student Council. (Social/Speaking)

·        Students advocate for issues that concern them with speeches to program supervisors or the superintendent. (Social/Speaking)

 

Analysis and Evaluation of Oral and Media Communications

 

1.7 Provide constructive feedback to speakers concerning the coherence and logic of a speech’s content and delivery and its overall impact upon the listener.

Braille Standard

Same as state content standard as written above.

SEACO

Standard 21 - Stay on topic while speaking

·        participate in communicative dialogue with persons or groups on specific topics (FPI 21.3, 6th)

CSB Activities

·        Students will work in pairs to give each other constructive feedback regarding a presentation. (Social/Speaking)

·        Teachers will model how to give constructive feedback and students will practice as a class. (Listening/Social)

 

1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Videotape students having a discussion and allow for feedback when reviewing the tape. (Compensatory/Social)

·        Videotape students conveying a point by using music, demonstrations and other means to achieve the desired effect. (Compensatory)

·        Have students contribute to White Cane Day activities by speaking or acting. (Social/Speaking)

·        Discuss favorite TV programs and give feedback about how the actor or talk show host relates. (R&L/Speaking)

·        Learn to give constructive and clear feedback. (Social/Speaking)

 

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

 

Using the speaking strategies of grade seven outlined in Listening and Speaking Standard 1.0, students:

 

2.1 Deliver narrative presentations:

 

a. Establish a context, standard plot line (having a beginning, conflict, rising action, climax, and denouement), and point of view.

 

b. Describe complex major and minor characters and a definite setting.

 

c. Use a range of appropriate strategies, including dialogue, suspense, and naming of specific narrative action (e.g., movement, gestures, and expressions).

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students perform a Readers Theater in which they read plays and at out particular parts. (Academic/Speaking)

·        Students give oral reports at an assembly of their peers on a topic of community, state, or national interest. (Speaking/Social)

·        Students tell a story to a younger class using all of the nuances of language and delivery that they have learned. (Speaking/Social)

·        Students deliver the morning announcements over the PA system. (Speaking)

·        Students deliver messages to other classes regarding class events, i.e. bake sales. (Social/Speaking)

 

2.2 Deliver oral summaries of articles and books:

 

a. Include the main ideas of the event or article and the most significant details.

 

b. Use the student’s own words, except for material quoted from sources.

 

c. Convey a comprehensive understanding of sources, not just superficial details.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students give book reports of grade level texts. (Academic)

·        Students read newspaper and deliver a report on an article of interest. (Academic/Technology)

·        Students tell what occurred on a filed trip or shopping experience. (Speaking/O&M/DLS)

·        Students narrate the winter or spring concert. (Speaking/Social/R&L)

 

2.3 Deliver research presentations:

 

a. Pose relevant and concise questions about the topic.

 

b. Convey clear and accurate perspectives on the subject.

 

c. Include evidence generated through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries, online resources.)

 

d. Cite reference sources appropriately.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities 

·        Students do grade level research project using computer lab and all needed assistive technology. (Academic/Technology)

·        Students learn how to pose a question that results in a research project. (Academic)

·        Students do a survey of CSB students regarding a particular issue, i.e. lighting or cafeteria food. (Academic/DLS)

·        Students present their findings to the appropriate person. (Speaking/Social)

·        Students research career opportunities through AFB career program. (Technology/Vocational)

 

2.4 Deliver persuasive presentations:

 

a.    State a clear position or perspective in support of an argument or proposal.

 

b.    Describe the points in support of the argument and employ well-articulated evidence.

 

Braille Standard

Same as state content standard as written above.

SEACO: N/A

CSB Activities  

·        Students deliver a persuasive presentation to school administrators to advocate for change. (Speaking/Social)

·        Students give persuasive speeches on important issues of their choice in class or during assemblies. (Speaking/Social)

 

 

ACSA Selected Standards for Grade Seven

Reading

Word Analysis, Fluency, Voc. Dev.

Vocabulary and Concept Development

            7.1.2

            7.1.4

            7.1.5

Reading Comprehension                            

            7.2.1

            7.2.2

            7.2.5

            7.2.6  

Literary Response and Analysis

            7.3.2

            7.3.4

Writing

Writing Strategies

            7.1.2

            7.1.3

Research and Technology

            7.14

            7.1.6

Evaluation and Revision

            7.1.7

Writing Applications

            7.2.4

            7.2.5

Written and Oral English language Conventions

Sentence Structure  

            7.1.1

Grammar

            7.1.2

            7.1.3

            7.1.4  

Capitalization

            7.1.6