Page 27 - SpringBoard_ELA_Grade7_Flipbook

Language Processes
standard Code
PII.7.6
Emerging
Connecting ideas
Combine clauses in a
few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because).
Expanding
Connecting ideas
Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).
Bridging
Connecting and Condensing ideas
Connecting ideas
Combine clauses in a
wide variety of ways
(e.g., creating compound, complex, and compound- complex sentences) to make connections between and join ideas, for example,
to show the relationship between multiple events
or ideas (e.g., After eating lunch, the students worked in groups while their teacher walked around the room.) or to evaluate an argument (e.g., The author claims X, although there is a lack of evidence to support this claim.).
PII.7.7
xxvi SpringBoard® English Language Arts Grade 7
Condensing ideas
Condense ideas in
simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. This is a story about a girl who changed the world.) to create precise and detailed sentences.
Condensing ideas
Condense ideas in an increasing variety of ways (e.g., through various types of embedded clauses and other ways of condensing, as in, Organic vegetables are food. They’re made without chemical fertilizers. They’re made without chemical insecticides. Organic vegetables are foods that are made without chemical fertilizers or insecticides.) to create precise and detailed sentences.
Condensing ideas
Condense ideas in a variety of ways (e.g., through various types
of embedded clauses, ways of condensing,
and nominalization as
in, They destroyed the rainforest. Lots of animals died. The destruction of the rainforest led to the death of many animals.) to create precise and detailed sentences.
Foundational Literacy skills: Literacy in an Alphabetic writing system
• Print concepts
• Phonological
awareness
• Phonics
and word
recognition
• Fluency
PIII.7
See Appendix A for information on teaching reading foundational skills to English learners of various profiles based on age, native language, native language writing system, schooling experience, and literacy experience and proficiency. Some considerations are:
• Native language and literacy (e.g., phoneme awareness or print concept skills in native language) should be assessed for potential transference to English language and literacy.
• Similarities between the native language and English should be highlighted (e.g., phonemes or letters that are the same in both languages).
• Differences between the native language and English should be highlighted (e.g., some phonemes in English may not exist in the student’s native language; native language syntax may be different from English syntax).