7th Grade SCE Reading
ELA TEKS
Fall Semester | ||
| Unit Title | Unit 1: Reading, Writing, and Analyzing Informational Texts | Unit 2: Reading, Writing, and Analyzing Literary Texts |
| Time | 8 weeks | 9 weeks |
| Understandings | Students read across a variety of genres (informational, argumentative, fiction) to make meaningful connections and analyze how different authors develop similar ideas across multiple texts.
Students dig deeper into informational and multimodal texts by identifying controlling ideas and evaluating how information is structurally organized across multiple topics, categories, and subcategories.
Students sustain daily literacy routines to build stamina and literacy notebooks to track, organize, and process complex thinking.
Students use frequent micro-writing and examine mentor text conventions through a reader’s and writer’s lens to intentionally apply advanced grammatical structures to their own writing.
Students analyze informational texts and develop a multi-paragraph written response that synthesizes key ideas, incorporates relevant text evidence, and communicates a clear analytical understanding of the topic. | Students read across a variety of genres to analyze how authors develop similar ideas and make meaningful connections to personal experiences, other texts, and the world.
Students use close reading, annotation, and structured academic discussions to evaluate how literary elements (plot, character development, setting, point of view) and language support the author’s purpose.
Students engage in daily short-form and reflective writing—such as micro-writing and notebook responses—to deepen text comprehension and brainstorm ideas.
Students build analytical writing stamina by formulating clear claims, selecting and embedding text evidence, and synthesizing ideas across multiple sources.
Students apply the writing process to plan, draft, and publish an evidence-based literary analysis that demonstrates an understanding of literary elements, themes, and author's craft. |
| TEKS | 7.5C, 7.5E, 7.5F, 7.5G, 7.5H, 7.5I, 7.6B, 7.6C, 7.6D, 7.6E, 7.8Di, 7.8Dii, 7.8Diii, 7.8F, 7.9A, 7.9B, 7.9C, 7.10A, 7.10Bi, 7.10Bii, 7.10C, 7.10E, 7.11B, 7.12A, 7.12B, 7.12C, 7.12D, 7.12E, 7.12F, 7.12G, 7.12Hi, 7.12Hii, 7.12I, 7.12J, 7.10Di, 7.10Dii | 7.5E, 7.5F, 7.5G, 7.5H, 7.5I, 7.6A, 7.6B, 7.6C, 7.6D, 7.6E, 7.6F, 7.7A, 7.7B, 7.7C, 7.7D, 7.8A, 7.8B, 7.8C, 7.9A, 7.9D, 7.9E, 7.9F, 7.10A, 7.10C, 7.11A, 7.10Div, 7.10vi, 7.10vii, 7.10ix |
| TEKS embedded in all units | 7.1A, 7.1B, 7.1C, 7.1D, 7.2A, 7.2B, 7.2C, 7.3, 7.4 | |
Spring Semester | |||
| Unit Title | Unit 3: Reading, Writing, and Analyzing Across Texts | Unit 4: Reading, Writing, and Analyzing Argumentative Texts | Unit 5: Making Connections Through Novels |
| Time | 6 weeks | 6 weeks | 6 weeks |
| Understandings | Students read a diverse set of thematically connected genres to analyze complex ideas and strengthen their ability to connect concepts across texts, genres, and perspectives.
Students cultivate sophisticated thinking by making inferences, evaluating details, and synthesizing information across multiple sources to analyze how authors develop ideas, messages, and themes.
Students sustain daily literacy routines to maintain stamina and literacy notebooks to refine, organize, and track their analytical thinking.
Students participate in frequent micro-writing and text responses to practice using relevant text evidence, comparing patterns across sources, and explaining their reasoning clearly.
Students develop an analysis product that demonstrates meaningful transfer of learning through cross-text comparison and synthesis. | Students read across a variety of genres (argumentative, informational, fiction) to make connections across multiple perspectives and analyze how different authors approach similar topics.
Students analyze argumentative and multimodal texts by identifying central claims, evaluating types of evidence, and determining how authors address alternative viewpoints to strengthen their positions.
Students sustain daily literacy routines to build stamina and literacy notebooks to track, organize, and process their critical thinking.
Students engage in frequent micro-writing to practice developing clear claims, integrating relevant text evidence, and explaining their reasoning while considering multiple perspectives.
Students apply the writing process to plan, draft, and publish a multi-paragraph argumentative piece in a correspondence format tailored for a real audience and a specific purpose. | Students participate in collaborative Book Clubs or a shared novel study to track themes, analyze author’s craft, and examine complex connections within and across novels.
Students sustain daily literacy routines—including literacy notebooks, structured discussions, and micro-writing—to analyze texts and track personal academic growth.
Students synthesize their year-long learning by analyzing how their individual reading habits, critical thinking, and literacy skills have matured over time.
Students engage in an ongoing reflective process to evaluate the specific strategies used to navigate academic challenges and strengthen their literacy skills.
Students apply the writing process to plan, draft, and publish a multi-paragraph reflective piece that integrates precise examples from across the year to demonstrate increased independence and confidence as readers and writers. |
| TEKS | 7.5C, 7.5E, 7.5F, 7.5G, 7.5H, 7.5I, 7.6A, 7.6B, 7.6C, 7.6E, 7.6F, 7.6G, 7.7A, 7.7B, 7.7C, 7.7D, 7.8A, 7.8B, 7.8C, 7.9A, 7.9D, 7.9E, 7.9F, 7.10A, 7.10Bii, 7.10C, 7.10Dv, 7.10Dviii | 7.5E, 7.5F, 7.5G, 7.5H, 7.5I, 7.6B, 7.6C, 7.6D, 7.6E, 7.6G, 7.6I, 7.8Ei, 7.8Eii, 7.8Eiii, 7.8F, 7.9A, 7.9B, 7.9C, 7.9F, 7.9G, 7.10A, 7.10Bi, 7.10Bii, 7.10C, 7.10E, 7.11C, 7.11D, 7.10Diii, 7.10Dv, 7.10Dviii | 7.5A, 7.5B, 7.5D, 7.5F, 7.5G, 7.5H, 7.5I, 7.6C, 7.6F, 7.6H, 7.7A, 7.7B, 7.9F, 7.10A, 7.10Bi, 7.10Bii, 7.10C, 7.10E, 7.10vi, 7.10Dviii |
| TEKS embedded in all units | 7.1A, 7.1B, 7.1C, 7.1D, 7.2A, 7.2B, 7.2C, 7.3, 7.4 | ||