Standards

• [Virginia] 7.DSR.A - Read a variety of grade-level complex text with accuracy, automaticity, appropriate rate, and meaningful expression in successive readings to support comprehension. Monitor while reading to confirm or self-correct word recognition and understanding, as necessary (Reading Fluency, K-12).
• [Virginia] 7.DSR.B - Proficiently read and comprehend a variety of literary and informational texts that exhibit complexity at the mid-range of the grades 6-8 band. (See the Quantitative and Qualitative Analysis charts for determining complexity in the Appendix.) (Text Complexity, 2-12).
• [Virginia] 7.DSR.D - Regularly engage in reading a series of conceptually related texts organized around topics of study to build knowledge and vocabulary (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.). Use this background knowledge as context for new learning (Deep Reading on Topics to Build Knowledge and Vocabulary, K-12).
• [Virginia] 7.DSR.E - Use reading strategies as needed to aid and monitor comprehension when encountering challenging sections of text. These sense-making strategies attend to text structure, common organizational structures, summarizing, asking questions of the text, and others (Reading Strategies, 3-12).
• [Virginia] 7.W.1.A - Write narratives to develop real or imagined experiences or to alter an existing text, using a variety of precise words and phrases and transitional words to develop the characters, convey sequence, and signal shifts from one timeframe or setting to another.
• [Virginia] 7.W.1.C - Write persuasively supporting a well-defined point of view with appropriate claims, relevant evidence, and clear reasoning that are logically grouped.
• [Virginia] 7.RV.1.A - Develop and accurately use general academic language and content-specific vocabulary by listening to, reading, and discussing a variety of grade-seven texts and topics.
• [Virginia] 7.RV.1.B - Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) to determine the meaning of words or phrases.
• [Virginia] 7.RV.1.C - Apply knowledge of Greek and Latin roots and affixes to predict the meaning of unfamiliar words.
• [Virginia] 7.RV.1.D - Use the relationship between particular words, including synonyms, antonyms, and analogies to better understand each word.
• [Virginia] 7.W.3.A - Revise writing for clarity of content, word choice, sentence variety, and transition among paragraphs.
• [Virginia] 7.W.3.B - Self-and peer-edit writing for capitalization, spelling, punctuation, sentence structure, paragraphing, and Standard English (See Language Usage for grade level expectations).
• [Virginia] 7.W.2.A - Generate and organize ideas using the writing process (planning, drafting, revising, editing) to develop multi-paragraph texts. This includes: (i) composing a thesis statement that states a position or explains the purpose, (ii) establishing a central idea that aligns with the thesis and maintains an organized structure to fit form and topic, (iii) defending conclusions or positions with reasons and precise, relevant evidence (e.g., facts, definitions, details, quotations, and examples), (iv) using transitions within and between paragraphs to signal shifts in writing and clarify the relationships among ideas and concepts, (v) developing voice and tone by using language that provides vivid and precise vocabulary to enhance the meaning of the writing, (vi) expanding and embedding ideas to create sentence variety, and (vii) providing a concluding statement or section.
• [Virginia] 7.C.2.A - Report orally on a topic or text or present an opinion. This includes: (i) clearly communicating information in an organized and succinct manner, (ii) providing evidence to support the main ideas, including pertinent descriptions, facts, details, and examples, (iii) adjusting verbal and nonverbal communication skills appropriate to audience, topic, and purpose to enhance the overall message, (iv) responding to audience questions and comments with relevant evidence, observations, and ideas, and (v) referencing source material as appropriate during the presentation.
• [Virginia] LS.1.a - The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which asking questions and defining problems. (i) Ask questions and develop hypotheses to determine relationships between independent and dependent variables. (ii) Offer simple solutions to design problems.
• [Virginia] LS.1.b - The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which Planning and carrying out investigations. (i) Independently and collaboratively plan and conduct observational and experimental investigations; identify variables, constants, and controls where appropriate and include the safe use of chemicals and equipment. (ii) Evaluate the accuracy of various methods for collecting data. (iii) Take metric measurements using appropriate tools and technologies including the use of microscopes.
• [Virginia] LS.1.c - The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which interpreting, analyzing, and evaluating data. (i) Identify, interpret, and evaluate patterns in data. (ii) Construct, analyze, and interpret graphical displays of data. (iii) Compare and contrast data collected by different groups and discuss similarities and differences in their findings. (iv) Consider limitations of data analysis and/or seek to improve precision and accuracy of data. (v) Use data to evaluate and refine design solutions.

Competencies

• Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
• Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
• Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
• Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
• Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.