• 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. 




    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.



    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.



    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


    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. 




    Through IQWST™ students investigate questions relevant to their lives by conducting investigations; collecting and analyzing data; developing and using models to explain phenomena, and engaging in argument from evidence in a literacy and discourse-rich environment. Lessons are organized into thematic units that support students as they build understanding of core ideas in science as well as understanding and use of scientific practices. Students also pursue their own original questions in units that integrate the fundamentals of Physical Sciences, Life Science, and Earth & Space Science.

    7th grade chemistry: How can I make new stuff from old stuff?

    In order to contextualize chemistry concepts and scientific inquiry in real world student experiences, this unit focuses on making new substances from old substances. Specifically, students will investigate matter and its interactions, energy, chemical reactions and conservation.


    7th grade earth: What makes weather change?

    The Earth science unit focuses on what causes variation in local weather event and global climate patterns by developing a model of flow of matter and energy through the atmosphere.

    7th grade physical: Why do some things stop while others keep going?

    This unit explores energy transfer, energy transformation, and what it means for energy to be conserved through common phenomena. Students will ask questions, design and carry out investigations, analyze data and develop model to help construct explanations for events like swinging pendulums or why a basketball bounces.


    7th grade life: What’s going on inside me?

    This unit focuses on what happens to food and oxygen to enable the body to meet our energy needs. Students track what happens to food as it goes through the digestive system to the circulatory system and is delivered to cells.


    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.


    Aligning social studies to the Illinois Learning Standards for Social Science is a process that takes time. As such, grades 6-8 are ending a textbook cycle with Holt as their main resource. Beginning in 2017-2018, they will be using TCI History Alive! While the themes will be the same, chapter numbers and unit names will change.


    7th grade: Holt’s United States History – Beginnings to 1877 (ISBN:0-03-041212-9)

    Chapter 1- The World before the Opening of the Atlantic

    Chapter 2- New Empires in the Americas

    Chapter 3- The English Colonies

    Chapter 4- The American Revolution

    Chapter 5- Forming a Government

    Chapter 6- Citizenship and the Constitution

    Chapter 7- Launching the Nation

    Chapter 8- The Jefferson Era

    Chapter 9- A New National Identity

    Chapter 10- The Age of Jackson

    Chapter 11- Expanding West

    Chapter 12- The North

    Chapter 13- The South

    Chapter 14- New Movements in America

    Chapter 15- A Divided Nation

    Chapter 16- The 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.