SEVENTH GRADE
  • Assessment

    In seventh grade, we administer several state and district level assessments in reading and math to aid teachers’ understanding of your child’s strengths and needs in order to design instruction accordingly. Students participate in AIMSWeb Reading Curriculum-Based Measurement, where they are asked to read grade-level passages to assess their accuracy. The AIMSWeb Math Concepts and Applications assessment focuses on mathematical concepts and how to apply different strategies to problem-solve. MAP testing, aligned to the Illinois Learning Standards, assesses students in both reading and mathematics and is an adaptive test given in the winter and spring.

     

    The Illinois State Board of Education requires the district to administer the Illinois Assessment of Readiness (IAR) assessment in the spring, which is built to evaluate students on the Illinois Learning Standards and measures whether students are on track to be successful in college and their careers. All students are tested in English Language Arts and Mathematics. The State Board of Education also requires the district to administer required fitness testing (FitnessGram) in the fall and spring as part of the physical education program. This assessment measures health-related fitness for youth through multiple tests measuring aerobic capacity, muscular strength and endurance, and flexibility.

     

    Fine Arts

    Students will experience 4 of the 6 disciplines for a quarter each. The 7th grade classes are an extension of the 6th grade experience and give students an opportunity to go into more depth in 4 of the 6 disciplines. Students will be given the opportunity to indicate their interests at the end of their 6th grade year. Students are scheduled into 4 classes based on several considerations including class size and student interest. Teachers and Administration do their best to give students as many of their top rankings as possible. However, students may not be scheduled in their top 4 ranked classes depending on a variety of scheduling factors. Students in grades 5-8 also have the opportunity to join band. The band program offers students the chance to participate in a variety of ensembles that perform a wide range of music. 

     

    Literacy

    Reading

    Reading instruction in seventh grade includes the following:

    • Direct, explicit instruction in the strategies and skills of proficient reading
    • Opportunities to talk in response to texts
    • Study of multiple genres (e.g., stories and poems; historical novels and fantasy stories)
    • Reading informational books and building a knowledge base and academic vocabulary through information reading
    • Assessment-based instruction including feedback that is tailored to students specific strengths and needs
    • Reading of increasingly complex texts
    • Access to books that allow students to have a high volume of high-success reading

    Our seventh grade classrooms utilize McDougal Littell Literature and teacher selected novels for reading instruction.

     

    Writing

    Seventh grade classrooms utilize The Writers’ Express (WEX) for writing instruction.  The following are the three writing units:  Response to Nonfiction, Response to Fiction, and Personal Narrative. Students progress in skills and development within these key areas of writing.

    The Writers’ Express curriculum tracks each student’s progress through the carefully selected sequence of skills, using a cycle of daily, low-stakes practice assessments with targeted, authentic feedback.  This method allows students to work at their own pace, moving back and forth between technical skills and expressive abilities to develop distinctive writing voices with The WEX® Method.

     

    Math

    7th Grade Math

    Big Ideas Math

    The Big Ideas Math program, written by Ron Larson and Laurie Boswell, utilizes a research-based, balanced instructional approach that includes both discovery learning and scaffolded lessons.  Big Ideas Math® is dedicated to the balanced approach to instruction. Activities and Explorations involve student-directed discovery learning, allowing students to develop conceptual understanding. The discovery learning is followed by scaffolded instruction, giving students the opportunity to utilize clear, precise mathematics language and structure.

     

    Curriculum Resource: Big Ideas

    Pre-Algebra

    ISBN: 9781608405053

     

    Pre-Algebra Coursework

    Chapter 1: Integers

    Chapter 2: Rational Numbers

    Chapter 3: Expressions and Equations

    Chapter 4: Inequalities

    Chapter 5: Rations and Proportions

    Chapter 6: Percents

    Chapter 10: Probability and Statistics

    Chapter 12: Angles and Triangles

    Chapter 15: Volume and Similar Solids

    Chapter 14: Real Numbers and the Pythagorean Theorem

    Chapter 11: Transformations



    7th grade Advanced Math

    Big Ideas Math

    The Big Ideas Math program, written by Ron Larson and Laurie Boswell, utilizes a research-based, balanced instructional approach that includes both discovery learning and scaffolded lessons.  Big Ideas Math® is dedicated to the balanced approach to instruction. Activities and Explorations involve student-directed discovery learning, allowing students to develop conceptual understanding. The discovery learning is followed by scaffolded instruction, giving students the opportunity to utilize clear, precise mathematics language and structure.

     

    Curriculum Resource: Big Ideas

    Algebra I

    ISBN: 978-1608404520

     

    Algebra I Coursework

    Chapter 1: Solving Linear Equations

    Chapter 2: Graphing and Writing Linear Equations

    Chapter 3: Solving Linear Inequalities

    Chapter 4: Solving Systems of Linear Equations

    Chapter 5: Linear Functions

    Chapter 6: Exponential Equations and Functions

    Chapter 7: Polynomial Equations and Factoring

    Chapter 11: Rational Equations and Functions

    Chapter 9: Solving Quadratic Equations

    Chapter 10: Square Root Functions and Geometry 

     

    Physical Education

    Middle school students attend Physical Education classes every day in order to further develop their movement skills, teamwork, and physical fitness. During one quarter each year, middle school students join a Health class that incorporates physical activity but has a larger focus on nutrition, drug and alcohol awareness, personal and social responsibility, and self-management skills. 

     

    Science

     

    STCMS: Science and Technology Concepts Middle School (STCMS) begins with students exploring phenomena, moves them towards planning investigations and designing solutions to real world issues. This curriculum will engage students in authentic science, technology, engineering, and math (STEM) experiences through hands-on learning, science notebooking and a deep dive into content.  As students explore the various aspects of science, STCMS will prepare them to be the next generation of scientifically literate citizens.

    Energy, Forces, and Motion: It's time to get a move on! Motion is part of our daily lives-riding in a car, playing a sport, even dropping a coin. The unit relates Newtonian physics to objects that roll, fall, and collide. Join us as we plan investigations and design solutions to explore energy, forces, and motion!

    Structure and Function: Life on Earth is diverse and well adapted to its environment. What characteristics do living things share? What processes are needed in order for living things to survive? Why are some living things composed of a single cell while others are made of many? From microscopic cells to the external and internal anatomy.  Join us as we use models and carry out investigations to explore structure and function in living things!

    Weather and Climate Systems: What is the temperature outside? Is it raining now, or will it rain today? Why does one city struggle with droughts while another suffers from annual floods? Every day we plan our lives around weather and climate systems—what is happening and what is going to happen.  Join us as we gather evidence and make predictions about weather and climate on Earth!

     

    Social Studies

    The middle grades provide a bridge between the elementary and high school experiences. Therefore, standards focus on the developmental need of middle grade students: to cultivate the critical thinking skills used by social scientists through the inquiry process. The disciplinary concepts of civics, economics, geography, and history are integrated within the curriculum.

    Foundational to the social studies curriculum is the textbook and auxiliary resources that help support both teachers and students. TCI’s History Alive! programs transform middle school social studies into a multi-faceted learning experience.  TCI lessons start with an Essential Question, and incorporate graphic notetaking, groupwork, and hands on discovery.  Students are the center of instruction that taps a variety of learning styles, allowing students of all abilities to learn and succeed.

    Unit 1: America’s beginning

    Unit 2: Road to Revolution

    Unit 3: Constitution

    Unit 4: The First Five Presidents

    Unit 5: Jacksonian Democracy & Expansion

    Unit 6: Reform & Division Pre Civil War

    Unit 7: Civil War

     

    World Language

    Developing – Seventh Grade

    Unit 1:  Our Identities: How does what I do define who I am?

    Throughout this unit, students will have the opportunity to explain who they are and how they interact with others. They will consider the impression made by what people wear and understand that clothing is part of our identity.  They will then learn about and reflect on important people or heroes, individuals who have contributed or are contributing to society.

    Unit 2:  Healthy Lifestyle: What does it mean to be healthy?

    Students will consider healthy lifestyle factors — diet, exercise, daily routine, and world health issues. Students will compare American cuisine to the various cuisines of the target language countries. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. Students will compare and contrast the American food pyramid to the pyramids of other countries and cultures. They will create their own personal pyramid and discuss that pyramid with their peers. In this unit, students will examine the lives of individuals from different countries. They will look at where they live and the foods they eat and will compare and contrast their standard of living in terms of overall health. Finally, they will consider where hunger is prevalent. As a class, students will work individually and in groups to address nutritional and health issues in their community.

    Unit 3:  Life as an Exchange Student: What are the advantages and disadvantages of experiencing new places? How do we begin to understand another culture?

    Students will have a chance to select a city or town where they would like to live as an exchange student. In preparation for their time abroad, they will become aware of their new community. They will research their city using tools such as Google Earth to become familiar with the neighborhood and will use online resources to locate the home where they will live and the school they will attend. They will also identify their real or fictional host family. Students will make plans for what they will do on free days and will include information on how they will get around town. Students will also create a packing list based on anticipated activities and local weather conditions.

    Unit 4:  Responsibility: How do my actions impact others?

    In this unit, students will consider how their actions impact others both at home and globally.  They will discuss their responsibilities at home and their responsibility to a healthy planet. Students will have the opportunity to assess their personal carbon footprint and will use those results to discuss helpful and harmful practices. They will compare environmental conditions across cultures and will consider how environmental factors impact their lives. Environmental efforts being made in other countries will be highlighted and compared to efforts in their local community. They will create a product that explains the issue of personal responsibility in a meaningful way.