Artes de Lenguaje

para estudiantes de 7.o grado

En 7.º grado, los estudiantes se fijan en lo que dice un escritor y en cómo lo dice. Los estudiantes se preguntan qué piensa el escritor, buscan puntos importantes en un texto y comprueban si lo que dice el escritor es cierto. Leerán para aprender nuevas palabras y conocer mejor el mundo. Los estudiantes deben leer aproximadamente la mitad de ficción y la mitad de no ficción. Los libros deben tener una complejidad textual variada y enseñarles nuevas personas, lugares e ideas, incluidas las voces de los pueblos dakota y anishinaabe del pasado y del presente.

Los estudiantes de 7.º deben escribir a menudo. Escribirán tareas cortas y otras más largas que les tomarán muchos días. Los estudiantes deben conocer la mayoría de las reglas ortográficas, gramaticales y de puntuación y saber cómo utilizarlas. Deben teclear con facilidad. Practicarán la investigación, la reflexión y la reescritura basándose en los comentarios de su maestro y sus compañeros. Escribirán sobre muchos temas por distintos motivos.

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LO QUE SU HIJO DEBE SABER Y DEBE PODER HACER

HABILIDADES DE LECTURA Y ESCRITURA

Leer textos en un nivel de 7.º grado, que es un nivel Lexile 925-1185.

Leer con fluidez textos de 7.º grado, es decir, 170 palabras por minuto.

Leer con una expresión que demuestre que comprenden el texto a medida que lo leen.

Escribir y reescribir ensayos completos con ortografía, gramática y puntuación correctas.

paraphrase: defined and explained.

  • maybe a list?

Utilizar la tecnología para escribir y trabajar con otros e investigar sobre un tema utilizando fuentes fiables.

No copiar nunca ningún trabajo que no sea suyo, lo que se denomina plagio.

plagiarism: defined and explained.

Comprender su huella digital, que es el rastro de datos que cada uno de nosotros deja en Internet.

Escribir de 38 a 40 palabras por minuto. Escribir al menos tres páginas en una hora.

Practice spelling & punctuation on Kahn Academy

APRENDER SOBRE EL MUNDO A TRAVÉS DEL TEXTO

Formular y responder preguntas sobre los textos que han leído. Releer el texto para encontrar información específica que refuerce su comprensión. Comprender el significado, aunque no se indique directamente. Ser capaz de hacer lo siguiente:

  • Resumir el texto sin insertar su propia opinión.
  • Encontrar temas, puntos clave e ideas principales.
  • Estudiar cómo se presenta una persona, un acontecimiento o un concepto clave y cómo cambian.
  • Explicar cómo las diferentes partes del texto influyen en el significado.
  • Describir cómo se mueve el relato y cómo responden los personajes.
  • Estudiar cómo el autor y su punto de vista inciden en el texto.
  • Comparar relatos de ficción con relatos históricos.
  • Cuestionar lo que supone un autor o un orador.
  • Pensar en lo que dice un texto. ¿Hay pruebas suficientes de que las ideas son ciertas?

Encontrar el significado de palabras nuevas y del lenguaje figurado, utilizando pistas en el texto, el contexto, los diccionarios o la palabra raíz.

figurative language: defined and explained.

Escribir sobre un texto después de leerlo. Incluir una introducción con una declaración de tesis sencilla, ejemplos en orden y una conclusión.

Explicar algo utilizando su escritura. Utilizar diferentes formas de explicarse, como comparación/contraste, causa/efecto, problema/ solución y crítica. Escribir con palabras concretas relacionadas con el tema. Utilizar palabras de conexión para enlazar ideas.1

Jean Baptiste de Lamarck and Charles Darwin were both naturalists that had theories about organisms getting helpful variations. Lamarck’s theory was called the theory of acquired characteristics and Darwin’s was called the theory of evolution by natural selection. Lamarck and Darwin’s theories are the same and different in some ways.

Escribir ideas convincentes. Utilizar distintas formas de convencer al lector. Ser capaz de responder ante los desacuerdos.

Dear Teachers,
I have recently begun learning about the “Shut Down Your Screen” week. This is a program where kids in school and out of school don’t use any electronics for one week. Everyone in your school would participate. This is a way to save the way we think and try something new. My question is, should we participate in the national “Shut Down Your Screen Week?” I think it would be a good idea for many reasons.
First, I think we should participate because using too much technology affects the way we think and behave. In the article Attached to Technology and Paying a Price by Matt Richtel it gives many scientifically proven facts that using technology too much affects the way we think. If you are juggling e-mail, phone calls and other incoming information it can lose people’s focus. Also as the text states, “The stimulation provokes excitement that researchers say can be addictive. In its absence, people feel bored.” This means that people can become addicted and when not using technology become bored with things they used to love to do.

Escribir para crear y expresarse (poesía, cuentos, biografías, mitos y obras de teatro). Utilizar conversaciones, palabras descriptivas y los cinco sentidos para mostrar las emociones, motivaciones y experiencias de un personaje. Utilizar la estructura adecuada (capítulos, estancias, escenas) y diferentes palabras de transición para mostrar cómo se conectan las experiencias y los acontecimientos.

1Muestra de escritura reproducida con permiso de Student Partners. “Muestras de escritura de estudiantes”. Achieve the Core, https://achievethecore.org/category/330/student-writing-samples

EJEMPLOS DE ELA DE 7.º GRADO

A continuación, se ofrece el ejemplo de un texto del nivel de 7.º grado.2 Este texto tiene un nivel Lexile de 1050. Los estudiantes de 7.º grado deberían estar en capacidad de leerlo con fluidez y expresión. Después, deberían estar en capacidad de contarle lo que ha ocurrido en el texto y responder las preguntas que se plantean a continuación.

PREGUNTAS DE COMPRENSIÓN

Responda las siguientes preguntas; apoye sus respuestas con la evidencia del texto.

  1. Compare y contraste a Robinson en los primeros años de su vida y más adelante en su carrera.
  2. ¿Cómo superó Jackie Robinson la discriminación que sufrió (en la vida y en el béisbol) a pesar de que le dijeron que no se defendiera?
  3. Describa la experiencia de Robinson como jugador de béisbol de las Grandes Ligas.
  4. ¿De qué manera los logros de Jackie Robinson en el béisbol lo convirtieron en un héroe para muchos?
  5. Describa el impacto de Robinson en el Movimiento por los Derechos Civiles.

TIP: Hover over highlighted text to see how each sentence shows written competency.

2”Cómo Jackie Robinson cambió el béisbol”, por Jessica McBirney. Derechos reservados © 2017 por CommonLit, Inc. Este texto está bajo la licencia CC BY-NC-SA 2.0

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How Jackie Robinson Changed Baseball By Jessica McBirney
2017

Today, when you turn the TV to Major League Baseball, you will not be surprised at all to see an African American or Latino player take the mound. Maybe your favorite player is a person of color. But baseball has not always been as diverse as it is now. In 1947, Jackie Roosevelt Robinson became the first African American to play on a Major League Baseball team. The road he paved was an important, but difficult one.

Early Athletic Success

Robinson was born in Georgia on January 31, 1919, the youngest of five children. His father left the family just a year later, and his mother moved her children to Pasadena, California. She worked odd jobs to support her family, but Robinson still grew up in relative poverty.

When Jackie enrolled in high school, his siblings encouraged him to get involved in school sports teams. He excelled in football, basketball, track, and baseball. He broke many school sports records. Robinson continued to play all of these sports in junior college. Ironically, he viewed baseball as his weakest sport. He transferred to UCLA to complete his degree, where he became the first athlete to letter 3in all four of those sports. UCLA had some of the most racially integrated college sports teams at the time, but Robinson was still among a very small minority of non-white athletes on all his teams.

Fighting Racism

Even early in his life, Robinson confronted racism head on. In 1938, while still at junior college, he was arrested after disputing the police detention of one of his Black friends. He managed to escape a long jail sentence, but this and other run-ins with the police earned him a reputation as someone who was both eager and willing to stand up against racial oppression. When the U.S. entered World War II, Robinson enlisted in the army. He never saw direct combat, but his military career was marred by racial problems. While stationed in Texas, Robinson boarded a non-segregated bus, but he was instructed to sit in the back anyway. He refused, and military police took him into custody for his insubordination. Fortunately, one month later, an all-white jury acquitted him, but the situation was an early indication of the racial prejudice he’d come to face later in life.

A Negro Player with Guts

Robinson joined the professional Negro Leagues to play baseball in early 1945. He signed with the Kansas City Monarchs and had great success, but he was frustrated by all the disorganization that plagued the Negro Leagues. At the time, a few Major League teams were recruiting from the Negro Leagues, and Robinson struck up a relationship with the General Manager of the Brooklyn Dodgers, Branch Rickey. Rickey liked the potential he

saw in Robinson, but he had one question. He knew Robinson would face racial discrimination and injustice if he joined the Major Leagues. Could he be “a Negro player with enough guts not to fight back?” Robinson promised that he could, and signed a contract with the Montreal Royals, the Dodgers’ top minor league team. After just one season, he transferred to the Brooklyn Dodgers. As he stepped onto the field as first baseman in 1947, Jackie Robinson became the first Major League Baseball player to break the color barrier since 1880. He was 28 years old. African-American fans flooded to Dodgers games, and even the general public and the press had a mostly positive view of the team’s newest addition. However, Robinson faced discrimination from a few of his own team members, who threatened to sit out of games if he was allowed to play. Management took Robinson’s side — “I say he plays,” said the manager. “I say he can make us all rich. And if any of you cannot use the money, I will see that you are all traded.” Other teams also disliked Robinson’s admittance into the League. Many threatened not to play against him. Most managers rejected these threats and forced the players to participate anyway. Instead, they took it out on Robinson directly during the games. Some players were physically violent — he once received a 7-inch gash in his leg from an opponent who spiked him with his cleats — while others hurled verbal racial insults at him and his teammates. The racism from other teams only united the Dodgers, however, and the team grew more accepting of him.

Major Success

Robinson won Rookie of the Year in 1947. In later seasons, more African-Americans joined other teams in the Major Leagues, as Robinson continued to excel. His success gained him fans from all over the country. He started at second base for the National League in the 1949 All-Star game, and he helped the Dodgers win the 1949 National League pennant. Over the next several years his success grew, and by 1955 the Dodgers pulled out a win in the World Series. Robinson was 36 and starting to feel the effects of his age. In 1956 he did not dominate the league as much as he used to, partially because of the adverse effects of the diabetes he suffered from. When the Dodgers traded him to the New York Giants, Robinson decided to quit baseball altogether and become an executive for a coffee company instead. A Legendary Impact After his retirement, Robinson remained a baseball legend. In 1962, he received baseball’s highest honor when he was elected into the Hall of Fame. His playing style changed many team strategies. For example, he inspired players to be more aggressive in their base-running, rather than relying only on the distance they could hit the ball.

Robinson also made important racial breakthroughs in the sports world. The first baseball player to break the color barrier in 60 years, he paved the way for many future African-American and minority athletes. His career helped the upcoming Civil Rights Movement by giving Americans a heroic African-American sports figure to rally around.

A continuación, se muestra el ejemplo de escritura del nivel de 7.º grado.3

TIP: Hover over highlighted text to see how each sentence shows written competency.

3Muestra de escritura reproducida con permiso de Student Partners. “Muestras de escritura de estudiantes”. Achieve the Core

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The Boy

The young boy stood with the most menacing look he could muster spread across his face. He just stood there watching the endless columns stretch as far as the eye could see down the long, dusty road. The soldiers would turn and look as they went by, and he made sure to look right back. He made sure to stare as far as he could into the dark pupils of their eyes, as if it would raise the house that was now nothing more than a heap of ashes. Only a few charred remains of the walls were left.

As his eyes went from soldiers to remains he saw a small soft lump poking up from the ashes. He knew exactly what it was and he turned away. That teddy bear had been his favorite friend. Not a toy, it was more than a toy to him. For a second he was back on a green lawn, with the shutters of a house tapping softly on the window pane. And there was his bear. They waited for the next pirate ship to come around the bend in the road, so they could board it and make the captain walk the plank. 

But then he heard a shout and knew he was back on the dusty road with no green lawn and no shutters tapping softly.

He leaped down from his perch on an old dresser, one of the few things that hadn’t been pillaged or burned in the fire. He bent down, putting both hands on his knees as his eyes searched the ground intently. He picked up the most deadly rock he could find and hopped back up on his perch to resume his watchful glare. No soldier escaped the watchful eyes as he probed them. The giant snake of blue tails was tapering off, and the boy could now see the end of the tail. The boy once again hopped down from his perch. He could feel the sweat-covered rock in his palm. The last of the blue columns were passing.

The boy took a step forward and leaned back, then whipped his body forward and released the rock at the same moment. The boy heard a thud as the rock came home and the rear most soldier clutched his side and looked back – but all he saw were those hateful eyes with tears rolling forth.

ACTIVIDADES DIARIAS PARA REFORZAR EL APRENDIZAJE

Hable con su maestro/a

Si su hijo/a de 7.º grado se atasca a menudo en las palabras o si suena entrecortado al leer, hable con su maestro/a sobre su fluidez. Además, haga que su hijo/a practique la lectura de textos breves como poemas o cuentos para mejorar.

Escuchen podcasts juntos

Escuchen podcasts juntos y hablen o escriban sobre lo que aprendieron.

Asígnele tareas semanales que requieran lectura

Asígnele tareas semanales que requieran lectura, como cocinar, hacer la compra y clasificar el correo.

Pídale que practique la escritura.

Pueden llevar un diario, escribir cartas o correos electrónicos, o tomar notas sobre lo que están aprendiendo.

Muéstrele cómo puede usar lo que aprende en la escuela más adelante en la vida
  • Pida a sus amigos y familiares que le muestren a su hijo/a de 7.º grado cómo puede usar lo que está aprendiendo en la escuela.
  • Asistan a una clase de escritura en el centro comunitario.
  • Pida a su hijo/a que participe de manera voluntaria en actos y actividades de la comunidad.
Deje que elija, así se entusiasmará con la lectura.

Pídale que elija cada día un libro que quiera leer por su cuenta. Leer muchos libros a lo largo del tiempo es importante.

Hable de la universidad

Hable de la universidad con su hijo/a de 7.º grado. Busque lo que tiene que solicitar para ir a la universidad. Muéstrele cómo las clases que está tomando ahora lo/la prepararán para la escuela secundaria y la universidad.

Establezca un horario para los deberes

Establezca un horario para los deberes y cúmplalo. Asegúrese de que su hijo/a termine los deberes todos los días.

Aprender juntos

Elija un tema sobre el que puedan aprender juntos. Lean libros, busquen en Internet o realicen juntos pequeños proyectos de investigación. Pregúntele qué ha aprendido con la lectura. Haga que lo comparta con usted, con amigos o con otros miembros de la familia.

7th Grade Mathematics

Matemáticas para estudiantes de 7.o

Lo que su hijo debe saber y debe poder hacer

Tips for Talking to Teachers

A strong relationship between families and teachers is key to ensuring students have what they need to succeed. Parent involvement not only leads to higher grades and test scores, but also helps students develop self-confidence, motivation, and social skills. Knowing what questions to ask at school visits and parent-teacher conferences can help you feel confident when it comes to addressing your child’s’ academic needs.

Cuando los estudiantes aprenden a escribir, escriben los sonidos que escuchan. Puede que no deletreen las palabras de forma correcta. Los maestros lo llaman “ortografía creativa”. Los estudiantes usan las conexiones de letras y sonidos que se enseñan en la escuela para pronunciar las palabras.

Libros con patrones de sonido y ortografía que los maestros ya han enseñado en clase. Los estudiantes pueden decodificar o pronunciar la mayoría de las palabras del texto.

Utilizar la relación letra-sonido para pronunciar correctamente las palabras. Por ejemplo, los niños que han aprendido los sonidos en español /a/, /c/, y /t/ pueden decodificar “cat.”