Bellingham Public Schools

Curriculum Department

June 2004

Seventh Grade Learning Targets

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LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Middle school programs include instruction in reading, writing, science, mathematics, social studies, health and physical education. Schools also offer a broad range of elective or exploratory options that may vary from school to school.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in seventh grade in the Bellingham School District.

By the end of Seventh Grade .

Seventh Grade Reading Expectations

Uses Skills and Strategies

word recognition and meaning

• uses rereading to modify initial meaning
• questions text to clarify understanding and discover new information
• uses language structure and knowledge of conventions to understand reading materials

vocabulary

• explores new vocabulary in depth, identifying or checking meaning, root word, affixes, synonyms, antonyms, and origins
• increases vocabulary in technical, content, and literary reading and uses it appropriately in speech and writing
• interprets general and specialized vocabulary critical to the meaning of the text

fluency

• reads fluently, adjusting intonation and pace to fit purpose and material
• integrates appropriate reading strategies to adapt to reading different types of text

fiction elements

• analyzes text, both narrative and informational, to understand the author's purpose and perspective
• discusses and analyzes the effectiveness of literary devices such as imagery, exaggeration, and irony
• identifies symbolic content and discusses its effectiveness with regards to the reading and meaning gained
• analyzes the interdependence and interaction of characters, setting, plot, and theme

non fiction elements

• recognizes features of text
• uses appropriate reading strategies for interpreting technical and non-technical documents
• analyzes the validity of electronic information

Understands What is Read

ideas and details

• reads text confidently and can summarize the main ideas with supporting details
• analyzes inferences and predictions while reading, confirming or revising as needed
• explains how a character's actions and traits shape or support the plot

expanding comprehension

• demonstrates both literal and interpretive comprehension of literary, information, and task oriented text such as plays, newspaper articles, and instructions through written response
• explores comprehension of varied text especially reports, technical materials and complex narratives
• makes valid connections between prior knowledge and the text to construct meaning about characters, events, and text information
• compares and contrasts information to make connections within several texts
• synthesizes ideas and/or information from more than one text form, type, or style to make generalizations or draw conclusions about a topic or issue
• analyzes issues from reading and relates these to own experiences and to current or past local, national, and international issues

critical thinking

• provides written interpretation of author's purpose
• discusses and evaluates ideas and information from visual and electronic materials

Selects and Reads Texts for a Variety of Purposes

learn new information

• selects appropriate material and reads to learn new information to complete a task, form an opinion, or satisfy an interest

perform a task

• selects and reads appropriate text to perform a task for a variety of real life purposes
• locates and uses a range of resources to pursue an interest or task
• uses a process to locate and sort information for a specific topic or purpose

literary experience

• recognizes and pursues favorite authors and genres
• understands the unique contribution reading adds to the process of thinking and self-development
• uses specific reading

career applications

• explores and gathers materials from community resources
• uses specific reading skills required for occupational/career areas of interest

Takes Responsibility for Reading Skills

assess strengths and needs

• self assesses reading skills, sets goals for improvement, and monitors progress with teacher guidance

seek and offer feedback

• compares and recommends books to others
• seeks opinions and reactions from peers and teachers when discussing or writing responses to text

develop interests

• reads beyond established interest for ideas and information
• recognizes and pursues a variety of authors
• organizes daily schedule to include time for exploring and enjoying reading
• uses book reviews to select other books and authors

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in seventh grade in the Bellingham School District.

By the end of Seventh Grade .

Seventh Grade Writing Expectations

Understands and Uses Steps of Writing Process - Uses technology at all stages of the writing process as needed.

prewrite/plan

• plans and drafts from oral communication
• uses a variety of prewriting strategies
• gathers information from a variety of sources
• discriminates between essential, intriguing, and useful information
• narrows or expands a topic
• devotes more time to prewriting, revising, and editing stages, working for clear meaning and effective presentation

draft

• elaborates and organizes prewriting activities to create a rough draft
• drafts text, demonstrating awareness of focus, sequence, and pacing by carefully selecting details, determining the extent of elaboration, and constructing transitions that maintain fluency and emphasize organizational structure

revise

• revises to maintain reader's interest while emphasizing point of view and style
• makes changes to draft based on knowledge of the traits
• adjusts draft to consider audience and purpose
• seeks and provides peer input to improve draft

proofreading

• edits own work and that of others for conventions

publish

• selects a display form and publishing options to produce a legible final product
• uses visuals to enhance the message

Writes Clearly and Effectively Using Traits of Quality Writing

concept and design

• uses technical or specialized terms for a range of subjects in a variety of contexts
• reflects understanding of cultures accurately in narrative writing, responses to literature, and speeches
• writes extended texts, especially on topics of special interest
• presents a central idea or thesis persuasively with coherent, concise, and relevant supporting data

style

• displays interest in content, using language and voice to convey humor or tension
• maintains appropriate and consistent voice in historical, realistic, imaginative and humorous fiction
• includes rhetorical questions for greater impact, especially in introductions or conclusions
• uses precise and specialized language in content writing
• checks nuances of meaning or searches for alternatives to words usually chosen
• uses a rhythmic pattern in poetry
• uses complex sentences competently in a range of contexts

conventions

• uses a wide range of sentence structures, maintaining correct conventions
• spells almost all words accurately at final draft stage

Writes in a Variety of Forms for Different Audiences and Purposes

different audience

• identifies, analyzes, and writes for a chosen audience

different purposes

• selects relevant information for a specific purpose from a range of material and paraphrases, expands, or summarizes it according to purpose
• pursues personal writing interest independently
• writes for a variety of purposes: entertain, retell, classify, describe, explain, argue or persuade
• uses writing as a tool for exploring and sharing thought
• presents reasoned cases supporting and/or refuting points of view on current personal, local, national, and international issues

variety of forms

• uses a variety of forms: recount, procedure, narrative, expository (report and explanation), persuasive
• responds to questions and texts from a considered personal stance supported by experiences or examples
• writes about the same topic, theme, or issue in more than one form or purpose (e.g., speeches, interviews)
• collaborates with peers on long-term projects (e.g., class newspaper)
• writes material appropriate in form and content for visual and dramatic presentations using effective organizational structures; constructing sequenced paragraphs using effective transitions

career applications

• uses technical and career documents to gather information
• explores careers in which writing plays a central role and is aware of the kinds of documents
• shows increased understanding of the function and nature of more formal or job-specific forms of writing

Analyzes and Evaluates Effectiveness of Written Work

assess strengths and needs

• evaluates own work and that of others for the craft of writing as well as the content
• uses established criteria to reflect upon and improve writing

• develops scoring guide for purpose, form, content, organization, style, and conventions
• uses appropriate terminology to describe and justify language and techniques used
• discusses how and why decisions about content, organization, audience, purpose, form, and style were made at each stage of the writing process
• maintains a portfolio of own literary work

seeks and offers feedback

• accepts criticism as a means for improving writing
• critiques and discusses style and content of own writing and that of others

LEARNING TARGETS FOR MATH

The following information identifies the learning targets for both content and process strands in math for students who are in seventh grade in the Bellingham School District.

By the end of Seventh Grade .

Seventh Grade Math Expectations

Content Strands:

Number Sense

number and numeration

• use models to show understanding of non-negative fractions, decimals, percents, place value, and absolute value
• use pictures and symbols to demonstrate properties of the rational number system
• use exponents and scientific notation to explore representation of relatively large and small numbers
• identify fraction, decimal, ratio, and percent equivalencies
• compare and order whole numbers, fractions, and decimals
• use models to describe prime and composite numbers, factors and multiples, and determine divisibility
• express numbers in factored form including all factor pairs

computation

• add, subtract, multiply, and divide non-negative whole numbers, decimals, fractions, and mixed numbers using order of operations
• justify the use of mental arithmetic, paper and pencil, calculator or computer as appropriate for a given situation involving non-negative rational numbers

estimation

• identify situations involving non-negative rational numbers in which estimation is sufficient and computation is not required
• determine and justify the reasonableness of answers by estimating results prior to actual computation with non-negative rational numbers

Measurement

attributes and dimensions

• develop and use formulas for perimeter and area of polygons and circles
• develop and use formulas for volume and surface area of prisms and cylinders
• solve problems using rates and determine the appropriate units

approximation and precision

• describe and justify methods used to obtain reasonable approximations when given no exact measures

systems and tools

• make conversions within U.S. Customary and within Metric Systems

Geometric Sense

properties and relationships

• construct and describe symmetric, congruent, and similar geometric figures using appropriate tools and computer software
• identify and describe geometric shapes found in the environment
• compare, contrast, and classify 3-D figures

locations and transformations

• describe the location of points on coordinate grids (first quadrant)
• describe and construct simple transformations using combinations of translations, reflections, and rotations

Probability and Statistics

probability

• calculate the probability that an event will occur in experimental and theoretical situations
• compare experimental and theoretical results
• explore independent and dependent events

statistics

• implement an investigation in which a random sample of data representing a described population is collected
• collect, organize, and display data using appropriate form
• calculate and demonstrate the appropriate use of mean, median, mode, and range as appropriate in describing a set of data

prediction and inference

• predict outcomes of experiments and simulations and compare the predictions to experimental results
• make and justify inferences based on experimental results

Algebraic Sense

patterns

• recognize, extend, create, and represent number patterns using tables, graphs, and rules

representations

• describe variables found in simple inequalities and formulas

operations

• evaluate simple expressions and formulas
• solve simple equations and inequalities containing one variable

Process Strands:

Problem Solving

investigate situations

• develop and use a variety of strategies, such as guess/check/revise, work backwards, solve a simpler problem and generalize, or write an equation
• recognize the need to modify or abandon an unproductive approach

formulate questions and define the problem

• define problems in new situations

construct solutions

• apply appropriate methods, operations, and processes to construct a solution

Reasoning

analyze information

• validate thinking and mathematical ideas using patterns, relationships, and counter examples

predict results

• make conjectures and inferences based on analysis of new problem situations

draw conclusions and verify results

• check for reasonableness of results
• support arguments and justify results using inductive reasoning
• reflect on and evaluate procedures and results in new problem situations

Communication

gather information

• use reading, listening, and observation skills to access and extract mathematical information
• use available technology to browse, select, and retrieve mathematical information

organize and interpret information

• organize and clarify mathematical information by reflecting and discussing

represent and share information

• express ideas clearly and effectively using both everyday and mathematical language (words, tables, graphs, and functions) appropriate to the audience

Connections

within mathematics

• connect conceptual and procedural understandings among different mathematical content areas

to other disciplines

• identify mathematical patterns and relationships in other disciplines
• use mathematical thinking and modeling in other disciplines
• describe examples of contributions to the development of mathematics

to real-life situations

• recognize the extensive use of mathematics outside the classroom
• investigate the use of mathematics within several occupational/career areas

Teaching resources for math include:

• Connected Mathematics, Prentice Hall 2004

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in seventh grade in the Bellingham School District.

The seventh grade social studies program focuses on two themes: World History (600-1600) and Washington State History.

World History (600-1600): Students will study Islamic Civilization, Europe, African Kingdoms, Meso-America and Japan during the period from 600 to 1600. The guiding questions for seventh grade "World History" are:

Geography

• How did geography shape lives and cultures during the time period of 600-1600?
• How did the movement of ideas, goods and people affect cultures, the environment and the modern world?

Civics

• How did people's lives differ in the time period of 600-1600 due to the structure and function of their specific political systems?
• Who had power and how was it used?
• What causes conflicts among people, and how do people attempt to resolve those conflicts?

History

• How have religions, social systems and historical turning points between 600-1600 influenced individuals, communities and the modern world?
• What significant contributions were made that advanced science, technology, and the arts?

Economics

• How did resources affect the choices people made, and how did those choices affect the resources?
• What were the interrelationships among political systems, cultures, environments and economies?

Washington State History: Students will study the regional and physical geography of Washington, the history of Washington including important historical turning points, the structure of the state government, and the economic foundation of Washington. Students will make economic connections between the State of Washington and the Pacific Rim region. The guiding questions for seventh grade "Washington State History" are:

Geography

• How has the geography of Washington State influenced its history, economics, political interactions and diverse cultures?

Civics

• What is the structure and function of Washington State's government, how does it influence the lives of people, and what priorities does it reflect?
• What causes conflicts among people, and how do they attempt to resolve those conflicts?

History

• How have historical turning points influenced individuals and communities in Washington State?
• How have historical events in Washington shaped current events?

Economics

• How do the resources of Washington State affect choices people make, and how do those choices affect the resources?
• How are the economies of Washington State and the Pacific Rim regions interdependent?

Seventh grade teaching resources for social studies include:

• Medieval Times to Today, Prentice Hall 2001
• Washington in the Pacific Northwest, Gibbs Smith Publisher 2002
• Washington State Wall Map
• World Wall Map

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in seventh grade in the Bellingham School District.

By the end of Seventh Grade .

Seventh Grade Science Expectations

PHYSICAL SCIENCE - Systems (Content)

Properties

Wave Behavior

• Identify and describe the amplitude, wavelength, and speed of sound waves, water waves and light waves.
• Identify and describe how sound waves and water waves affect the motion of the particles in the substance through which the wave is traveling.
• Identify and describe changes in speed or direction as a wave goes from one medium into another.
• Identify and describe the behavior of waves when they hit reflecting or absorbing surfaces or substances.
• Identify and describe what happens when two waves collide.

Structure

Systems Approach

• Describe the parts and components of a system and how the parts and components interconnect and influence each other.

Energy Transfer and Transformation

• Identify and explain the processes by which heat is transferred from one object to another.
• Describe the role of waves in the transfer of energy.

Changes

Nature of Forces

• Identify the forces in a system and explain the factors that determine their strength.
• Explain that any two objects exert a mutual gravitational force and that the force depends on the mass of the objects and the distance between them.

Forces to Explain Motion

• Cite factors that affect the motion of an object.
• Explain the effects of an unbalanced force on an object moving in a straight line.
• Identify and describe how unbalanced forces can change the speed or direction of the orbit of an object.
• Measure the change in an object's motion due to a change in the force on the object.
• Describe the affect of gravity on an object's motion.

Physical Changes

• Describe physical changes in matter.

EARTH/SPACE SCIENCE - Systems (Content)

Properties

Nature and Properties of Earth Materials

• Describe the properties of igneous rocks.
• Identify and describe physical properties of volcanic ash.

Structure

Systems Approach

• Describe the parts and components of a system and how the parts and components interconnect and influence each other.
• Describe where energy and/or materials are transferred within a system.

Components of the Solar System

• Compare the sizes of the planets and distance between them in the solar system.
• Describe the interactions of the Earth-Moon-Sun system.
• Identify and describe the interactions of asteroids and comets with other components of the solar system.

Changes

Processes and Interactions in the Earth System

• Identify and describe the effects of distance and mass on the strength of the gravitational forces.
• Identify and describe the effects of volcanic eruptions on landforms and the atmosphere.
• Identify and describe how heat flow and movement beneath the Earth's crust causes earthquakes and volcanoes.
• Describe the components and relationships of the Earth system: crust, mantle, core, hydrosphere, and atmosphere.
• Describe the interactions among the parts of the Earth system, such as the weather (atmosphere and hydrosphere) and plate tectonics (hydrosphere and lithosphere).

Hydrosphere/Atmosphere

• Compare weather and climate.
• Describe the affect of oceans on the temperature of the Earth's surface.
• Identify the role of heat from the Sun in winds, ocean currents, and the water cycle.
• Identify and describe how major changes in the Earth system can cause climatic changes.

Interactions in the Solar System and Beyond (Universe)

• Describe how the tilt of the Earth causes seasonal changes.
• Identify and describe why seasonal change differs at different latitudes on the Earth.
• Identify and describe the location of the Sun, Earth, and Moon during different phases of the moon.
• Identify and describe the location of the Sun, Earth, and Moon during lunar or solar eclipses.
• Identify and explain the role of moon's gravity on tidal movements.
• Explain the rotation of the Moon.
• Explain the role of gravity and inertia in holding planets in orbit.

Seventh grade teaching resources for science include the following kits:

• STC Catastrophic Events
• STC Earth in Space
• STC Light

STC = Science and Technology Concepts for Middle School

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in seventh grade in the Bellingham School District.

By the end of Seventh Grade .

Health and Fitness/Physical Education Expectations

Students will:

• demonstrate and analyze movement skills in individual and group activity
• practice safety procedures, demonstrate sportsmanship, and adhere to activity rules
• identify, develop, and practice strategies and skills to achieve personal fitness goals
• identify national dietary guidelines and apply to own healthy food choices
• identify and explain reasons for unhealthy nutrition and fitness behaviors
• recognize rhythmic activity as a vehicle for self-expression
• identify and describe structure and function of central nervous, muscular-skeletal, and endocrine systems
• describe and understand the changes that occur during puberty
• describe the positive consequences of being sexually abstinent
• identify reliable sources of information and products that promote early prevention, detection and treatment of disease
• identify specific STD causes, symptoms, and treatments
• identify potentially harmful situations and describe risk-avoidance behaviors that support personal wellness
• develop advanced skills to help self and others in emergency, risky or abusive situations
• understand the health implications of tobacco, alcohol or other drug use
• identify strategies for dealing with abusive use of legal and illegal substances in peer/social situations
• identify characteristics of the immediate environment and describe how personal health is positively or negatively influenced
• demonstrate effective verbal and non-verbal communication skills to enhance health
• apply communication skills for self-advocacy to resist unhealthy and unreliable health messages
• identify barriers to effective communication of information, ideas, feelings, and opinions about health and wellness issues
• demonstrate non-violent strategies to deal with peer pressure and resolve conflicts
• identify particular emotions and how they can impact decision-making situations
• describe how changes in environment, information, and technology influence personal health goals and behaviors
• compare health and fitness requirements for selected occupations/careers
• identify personal goals for health and fitness including specific strategies for success
• develop a personal fitness program as part of a plan for improving health and fitness

Seventh grade teaching resources for health and fitness include:

• Teen Health Course 2, Glencoe McGraw-Hill 1999
• KNOW HIV/STD Prevention Curriculum
• Second Step, A Violence Prevention Curriculum from Committee for Children

Please note: Washington State law (RCW28A.230.070) requires public schools in the state of Washington to teach about the "life threatening dangers" of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) grade 5 and beyond. The Bellingham School District provides a Parent Information Night regarding the HIV/AIDS curriculum in the fall of each school year. Parents wishing to exempt their student from this lesson must review the material and make the request in writing not to have their student participate in the classroom presentation. Parents may review the middle school material at their school or the Curriculum Office.

SEVENTH GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

• Ongoing Classroom-based Assessments  

• Fluency Test - The Fluency Test is used as a predictor in reading comprehension. It measures rate and accuracy in oral reading. Testing is done in the fall, winter and spring.  

• Assess2Learn - Assess2Learn is an online, standards-based classroom assessment. Tests for reading, math, and writing are used fall, winter, and spring.  

• Qualitative Reading Inventory (QRI)

The QRI is an individualized test used to identify a student's strengths and weaknesses in reading. Testing is done as soon as a student is identified below standard on the DRP.  

• Degrees of Reading Power (DRP)

The DRP measures a student's ability to comprehend surface meaning of non-fiction text at an instructional level. Testing is done in the fall and spring.

The DRP is administered to all grade 3-8 students except those reading at or below DRA level of 24 (2 nd grade level). The expected levels of performance for grades 6-8 are shown below.

• Washington Assessment of Student Learning (WASL)

The WASL is a state mandated standards-based assessment in reading, writing, and math given to seventh grade students in the spring.

STUDENT SUCCESS IS OUR GOAL

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.