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The purpose of this course is to increase reading fluency and endurance through advanced integrated experiences in the language arts. This course incorporates reading and analysis of literary and informational selections to develop critical and close reading skills. At the end of 7th grade students are expected to read and comprehend texts in the 6-8 grade complexity band proficiently and read texts at the high end of the band with support.
M/J Reading 2, Advanced (#1008050)
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The course was/will be terminated at the end of School Year 2020 - 2021
Course Standards
Reading Literature

Standard Notes: These reading literature standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Reading Informational Text

Standard Notes: These reading informational text standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades.

Writing

Standard Notes: Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each succeeding year' grade-specific writing benchmarks and retain or further develop skills and understandings mastered in preceding grades.

Speaking and Listening

Standard Notes: The following speaking and listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of communication skills and applications.

Language

Standard Notes: The following language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of language skills and applications. Students advancing through the grades are expected to meet each succeeding year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Visit the specific benchmark webpage to find related instructional resources.
  • LAFS.7.L.2.3 (Archived Standard): Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    1. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
  • LAFS.7.L.3.4 (Archived Standard): Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
    1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
    3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
    4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
  • LAFS.7.L.3.5 (Archived Standard): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    1. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
    2. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
    3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
  • LAFS.7.L.3.6 (Archived Standard): Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • LAFS.7.RI.1.1 (Archived Standard): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • LAFS.7.RI.1.2 (Archived Standard): Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  • LAFS.7.RI.1.3 (Archived Standard): Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
  • LAFS.7.RI.2.4 (Archived Standard): Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  • LAFS.7.RI.2.5 (Archived Standard): Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
  • LAFS.7.RI.2.6 (Archived Standard): Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
  • LAFS.7.RI.3.7 (Archived Standard): Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
  • LAFS.7.RI.3.8 (Archived Standard): Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
  • LAFS.7.RI.3.9 (Archived Standard): Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
  • LAFS.7.RI.4.10 (Archived Standard): By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • LAFS.7.RL.1.1 (Archived Standard): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • LAFS.7.RL.1.2 (Archived Standard): Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • LAFS.7.RL.1.3 (Archived Standard): Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
  • LAFS.7.RL.2.4 (Archived Standard): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
  • LAFS.7.RL.2.5 (Archived Standard): Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
  • LAFS.7.RL.2.6 (Archived Standard): Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  • LAFS.7.RL.3.7 (Archived Standard): Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
  • LAFS.7.RL.3.9 (Archived Standard): Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
  • LAFS.7.SL.1.1 (Archived Standard): 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.
    1. 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.
    2. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
    3. 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.
    4. Acknowledge new information expressed by others and, when warranted, modify their own views.
  • LAFS.7.SL.1.2 (Archived Standard): 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.
  • LAFS.7.SL.1.3 (Archived Standard): Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
  • LAFS.7.SL.2.4 (Archived Standard): 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.
  • LAFS.7.SL.2.5 (Archived Standard): Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
  • LAFS.7.SL.2.6 (Archived Standard): Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • LAFS.7.W.3.7 (Archived Standard): Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • LAFS.7.W.3.8 (Archived Standard): Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • LAFS.7.W.4.10 (Archived Standard): Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
  • ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
Course Information
General Notes

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts.

General Notes:
The content should include, but not be limited to, the following:

  • demonstrating successful reading of argument, including recognizing bias and supporting details;
  • demonstrating successful reading of fact and opinion, including recognizing inferences and main ideas;
  • demonstrating successful reading of high-quality literature, including the use of text craft and literary effects to develop theme and tone;
  • demonstrating knowledge of a variety of organizational patterns and their relationships in the comprehension of text, including recognizing purpose and tone of informational reading;
  • demonstrating successful understanding of academic vocabulary and vocabulary in context;
  • integrating reading and writing, including extensive written responses to print and digital text;
  • using effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions;
  • collaborating extensively amongst peers.


Special Notes:

Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.

  1. Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).


The College and Career Readiness (CCR) anchor standards and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate at each grade level. Students advancing through the grades are expected to meet each succeeding year's grade specific benchmarks, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR anchor standards.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf

General Information
Course Number: 1008050
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: English/Language Arts > SubSubject: Reading (Sub-Subject Area Discontinued) >
Abbreviated Title: M/J READ 2 ADV
Course Length: Year (Y)
Course Attributes:
  • Class Size Core Required
Course Type: Elective Course
Course Level: 3
Course Status: Terminated
Grade Level(s): 6,7,8
Educator Certifications
One of these educator certification options is required to teach this course.
Qualifications

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree plus Reading Endorsement.