Engage new york grade 7

Engage new york grade 7 DEFAULT

English Language Arts Standards » Speaking & Listening » Grade 7

Standards in this strand:

Comprehension and Collaboration:

CCSS.ELA-Literacy.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7.1.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.

CCSS.ELA-Literacy.SL.7.1.b
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-Literacy.SL.7.1.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.

CCSS.ELA-Literacy.SL.7.1.d
Acknowledge new information expressed by others and, when warranted, modify their own views.

CCSS.ELA-Literacy.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

CCSS.ELA-Literacy.SL.7.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas:

CCSS.ELA-Literacy.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.SL.7.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

Sours: http://www.corestandards.org/ELA-Literacy/SL/7/

Engage NY - Seventh Grade

Alignment and usability ratings are assigned based on how materials score on a series of criteria and indicators with reviewers providing supporting evidence to determine and substantiate each point awarded.

For ELA and math, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to college- and career-ready standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For science, alignment ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for alignment to the Next Generation Science Standards, including that all standards are present and treated with the appropriate depth to support students in learning the skills and knowledge that they need to be ready for college and career.

For all content areas, usability ratings represent the degree to which materials meet expectations, partially meet expectations, or do not meet expectations for effective practices (as outlined in the evaluation tool) for use and design, teacher planning and learning, assessment, differentiated instruction, and effective technology use.

Math K-8

  • Focus and Coherence - 14 possible points

    • 12-14 points: Meets Expectations

    • 8-11 points: Partially Meets Expectations

    • Below 8 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 18 possible points

    • 16-18 points: Meets Expectations

    • 11-15 points: Partially Meets Expectations

    • Below 11 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 38 possible points

    • 31-38 points: Meets Expectations

    • 23-30 points: Partially Meets Expectations

    • Below 23: Does Not Meet Expectations

Math High School

  • Focus and Coherence - 18 possible points

    • 14-18 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Rigor and Mathematical Practices - 16 possible points

    • 14-16 points: Meets Expectations

    • 10-13 points: Partially Meets Expectations

    • Below 10 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 36 possible points

    • 30-36 points: Meets Expectations

    • 22-29 points: Partially Meets Expectations

    • Below 22: Does Not Meet Expectations

ELA K-2

  • Text Complexity and Quality - 58 possible points

    • 52-58 points: Meets Expectations

    • 28-51 points: Partially Meets Expectations

    • Below 28 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 3-5

  • Text Complexity and Quality - 42 possible points

    • 37-42 points: Meets Expectations

    • 21-36 points: Partially Meets Expectations

    • Below 21 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

ELA 6-8

  • Text Complexity and Quality - 36 possible points

    • 32-36 points: Meets Expectations

    • 18-31 points: Partially Meets Expectations

    • Below 18 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations


ELA High School

  • Text Complexity and Quality - 32 possible points

    • 28-32 points: Meets Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Building Knowledge with Texts, Vocabulary, and Tasks - 32 possible points

    • 28-32 points: Meet Expectations

    • 16-27 points: Partially Meets Expectations

    • Below 16 points: Does Not Meet Expectations

  • Instructional Supports and Usability - 34 possible points

    • 30-34 points: Meets Expectations

    • 24-29 points: Partially Meets Expectations

    • Below 24 points: Does Not Meet Expectations

Science Middle School

  • Designed for NGSS - 26 possible points

    • 22-26 points: Meets Expectations

    • 13-21 points: Partially Meets Expectations

    • Below 13 points: Does Not Meet Expectations


  • Coherence and Scope - 56 possible points

    • 48-56 points: Meets Expectations

    • 30-47 points: Partially Meets Expectations

    • Below 30 points: Does Not Meet Expectations


  • Instructional Supports and Usability - 54 possible points

    • 46-54 points: Meets Expectations

    • 29-45 points: Partially Meets Expectations

    • Below 29 points: Does Not Meet Expectations

Sours: https://www.edreports.org/reports/detail/engage-ny-2016-7
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  3. World map 1939

Grade 7 Mathematics Module 2, Topic A, Lesson 4

Girl at desk

Student Outcomes

  • Students understand the rules for adding integers:
    • Add integers with the same sign by adding the absolute values and using the common sign.
    • Add integers with opposite signs by subtracting the smaller absolute value from the larger absolute value and using the sign of the number with the larger absolute value.
  • Students justify the rules using arrows and a number line or by using the Integer Game and extend their findings to begin to include sums of rational numbers.

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
7.NS.1.b Understand p + q as the number located a distance |q| from p, in the positive or negative direction...
Sours: https://www.engageny.org/resource/grade-7-mathematics-module-2-topic-lesson-4
Grade 1 Module 1 Lesson 7

Grade 7: Unit 2 Overview - Welcome to EngageNY

1 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike Unported License. Exempt third-party content is indicated by the footer: (name of copyright holder). Used by permission and not subject to Creative Commons license. Grade 7: unit 2 OverviewGrade 7: MODULE 1: unit 2: Overview Reading Closely and Writing to Learn: Journeys and Survival Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc NYS Common Core ELA Curriculum G7:M1:U2: Overview J une 2013 1 In this second unit , students are introduced to the concept of theme in a novel.

2 As they complete A Long Walk to Water, students will continue to collect textual evidence to answer the question How do individuals survive in challenging environments? In addition, students will be reading informational texts that provide more information about the context of the novel. Close reading of the selected informational text and novel will prepare students for the mid- unit assessment and the two-part end of unit assessment. For the mid- unit assessment, students will analyze how the author of A Long Walk to Water both used and elaborated on historical facts.

3 Part 1 of the end of unit assessment (which takes place over two lessons) is the first draft of a literary analysis essay requiring textual support to discuss the topic of survival in Southern Sudan during and after the second civil war in the 1980s. Part 2 of the end of unit assessment is the final draft of the student essay. Guiding Questions And Big Ideas How do individuals survive in challenging environments? How do culture, time, and place influence the development of identity? How does reading from different texts about the same topic build our understanding?

4 How does juxtaposing multiple characters help authors develop and contrast their points of view? Individual survival in challenging environments requires both physical and emotional resources. Authors of fiction both draw on and elaborate on historical facts to convey their ideas about what it was like to be alive during that time. Mid- unit 2 Assessment Comparing Water for Sudan and A Long Walk to Water This assessment centers on NYSP12 ELA CCLS , , and For this assessment, students will analyze how the author of A Long Walk to Water uses and elaborates on historical facts to convey her ideas about how people survive in South Sudan.

5 End of unit 2 Assessment Literary Analysis Writing about the Theme of Survival This assessment has two parts. Students respond to the following prompt: What factors made survival possible for Salva in A Long Walk to Water? After reading the novel and accounts of the experiences of the people of Southern Sudan during the Second Sudanese Civil War, write an essay that addresses the theme of survival in the novel. Support your discussion with evidence from the text you have read. Part 1 is students best on-demand draft, and centers on NYSP12 ELA CCLS , , , , , and This draft will be assessed before students receive peer or teacher feedback so that their individual understanding of the texts and their writing skills can be observed.

6 Part 2 is students final draft, revised after peer and teacher feedback. Part 2 ads standards , , and Grade 7: MODULE 1: unit 2: Overview Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc NYS Common Core ELA Curriculum G7:M1:U2: Overview J une 2013 2 Content Connections This module is designed to address English Language Arts standards as students read literature and informational text about the Second Sudanese Civil War.

7 However, the module intentionally incorporates Social Studies key ideas and themes to support potential interdisciplinary connections to this compelling content. These intentional connections are described below. Big Ideas and Guiding Questions are informed by the New York State Common Core K 8 Social Studies Framework: Unifying Themes (p. 6 7) Theme 1: Individual Development and Cultural Identity: The role of social, political, and cultural interactions in the development of identity. Personal identity is a function of an individual s culture, time, place, geography, interaction with groups, influences from institutions, and lived experiences.

8 Theme 4: Geography, Humans, and the Environment: The relationship between human populations and the physical world (people, places, and environments) Social Studies Practices, Geographic Reasoning, Grades 5 8: Descriptor 2: Describe the relationships between people and environments and the connections between people and places (p. 58) Central Texts 1. Linda Sue Park, A Long Walk to Water (Boston: Sandpiper by Houghton Mifflin Harcourt, 2010), ISBN: 978-0-547-57731-9. 2. Life and Death in Darfur: Sudan s Refugee Crisis Continues, Current Events, April 7, 2006, 2.

9 Excerpted section: Time Trip, Sudan s Civil War . 3. Karl Vick, Sudanese Tribes Confront Modern War, Washington Post Foreign Service, July 7, 1999, A1 (excerpts). 4. Stephen Buckley, Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps, Washington Post Foreign Service, August 24, 1997, A1 (excerpts). 5. Water for South Sudan, Grade 7: MODULE 1: unit 2: Overview Calendared Curriculum Map: unit -at-a-Glance Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc NYS Common Core ELA Curriculum G7:M1:U2: Overview J une 2013 3 This unit is approximately 2 weeks or 10 sessions of instruction.

10 Lesson Lesson Title Supporting Targets Supporting Targets Ongoing Assessment Anchor Charts and Protocols Lesson 1 Introducing the Concept of Theme: Survival in A Long Walk to Water (Chapters 1 5) I can effectively engage in discussions with diverse partners about seventh- Grade topics, texts, and issues. ( ) I can analyze the development of a theme throughout a literary text. ( ) I can effectively engage in discussions with different Discussion Appointment partners. I can identify a central theme in A Long Walk to Water. Observation of student participation Student contributions to Survival anchor chart Exit ticket Survival Lesson 2 Establishing Routines for Discussing A Long Walk to Water ( chapter 6) I can use a variety of strategies to determine the meaning of unknown words or phrases.

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Sours: https://pdf4pro.com/view/grade-7-unit-2-overview-welcome-to-engageny-403fab.html

New grade engage 7 york

Grade 7 Mathematics Module 4, Topic B, Lesson 10

boy in classroom

Student Outcomes

  • Students solve simple interest problems using the formula I = Prt, where I = interest, P = principal, r = interest rate, and t = time.
  • When using the formula I = Prt, students recognize that units for both interest rate and time must be compatible; students convert the units when necessary. 

Downloadable Resources

Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple...
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational...
Sours: https://www.engageny.org/resource/grade-7-mathematics-module-4-topic-b-lesson-10
Grade 7 Social Studies: Making Sense of Common Sense ELA.RSS.7-8.1

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