7th Curriculum

LANGUAGE ARTS STANDARDS-ALIGNED CURRICULUM

Mrs. Dee Thompson

Written 2010, Revised 2013

Instructional Strategies designated w/bullet

¨Mastery Indicators designated w/¨

*Rubric indicates a specific rubric has been

designed for assessment

 

7.1 Students will learn and apply reading skills and strategies to comprehend text.

7.1.1-7.1.3 Concepts mastered in 6^th grade

7.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.

7.1.4.a Apply elements of prosodic reading to a group of related texts and explore their potential for performance

7.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style

• Instructional strategies employed to facilitate Mastery:
• Engage students in setting personal reading fluency goals
• Use learning contracts to help students realize they are responsible for their reading success
• Assess needs of students by using diagnostic assessments to determine readiness levels in order to match skills appropriately to the students
• Compact content by eliminating teaching or student practice if content or skill has been previously mastered
• Give an interest inventory to determine topics that motivate or interest students
• Work with the student to plan a method of investigating the topic of interest and decide upon the outcome or the independent study
• Determine the reading/learning style preferences of individual students
• Use multiple learning styles to present content or skills, to help students learn, and to allow students to show what they have learned
• Provide opportunities for students to build upon their preferred learning styles
• Provide precise guidelines for working in groups which are taught prior to the group work and are consistently reinforced
• Support group efforts by modeling and practicing how to mediate conflicts within a group
• Use technology as a viable means to support classroom experiences and to address multiple learning needs
• Provide opportunities for student choice in enrichment or accelerated study of assigned or independent reading
• Promote content integration where students connect prior knowledge to newly learned information

¨Indicators of mastery assessed as students:

7.1.4a Narrate an expressive account which:

creates a coherent organizing structure appropriate to              purpose, audience, and context.

• Orients the reader/listener to the scene, the people, and the
• Engages the reader/listener by establishing a context and
  • creating a point of view.
    • Establishes the significance of events

 

 

7.1.4aRespond to expressive materials that are read, heard, and/or viewed by:

• -monitoring comprehension for understanding of what is read, heard, and/or viewed.
• -summarizing the characteristics of expressive works.
• determining the importance of literary effects on the reader/viewer/listener.
• -making connections between works, self and related topics.
• comparing and/or contrasting information.
• -drawing inferences and/or conclusions.
• -determining the main idea and/or significance of events.
• -generating a learning log or journal.
• -maintaining an annotated list of works read/viewed.
• -creating an artistic interpretation that connects self and/or  society to the selection.
• -constructing and presenting book/media reviews.

7.1.4bDemonstrate successful reading skills via:

¨Comprehension discussions, quizzes, tests

¨Accelerated Reader quizzes/tests

¨FAME reading quizzes/tests

¨Reading aloud with expression, conveying the meaning and

mood of a work(*rubric)

¨Teacher-monitored reading in pairs, small groups, and

whole-class assignments includes novels, short stories,

essays, and poetry

¨Oral Interpretation of various genres(*rubric)

¨Take part in class productions of short plays

¨Act out scenes from a full length play in class

READING list includes stories, myths, fables, legends,

poems, plays, novels, literary essays, literary criticism, AR books

 

 

 

 

7.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.

7.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek,

Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including

words in science, mathematics, and social studies

7.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations.

7.1.5.c Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues, re-reading) and text features (e.g., glossary, headings, subheadings, index, tables, maps, graphs, charts) appropriate to a particular text to determine meaning of unknown words

 

7.1.5.d Analyze semantic relationships (e.g., figurative language, connotations, subtle distinctions)

7.1.5.e Determine meaning using print and digital reference materials

• Instructional Strategies to be employed to facilitate Mastery:
• Establish a non-threatening environment that encourages questions and risk-taking
• Provide direct, systematic vocabulary instruction
• Continually check for student understanding and adjust instruction as needed
• Vary the type of interactions using linguistic and non-linguistic experiences to build background knowledge of a word
• Provide a variety of opportunities to encounter a new vocabulary word multiple times (at least 6) to build word meaning
• Post and interact with high-frequency words on a word wall
• Maintain a vocabulary journal or a word wall folder
• Keep a word bank
• Brainstorm and record as many examples as possible of a word and where it is found in real life
• Create a personal glossary or vocabulary log
• Rewrite or paraphrase definitions
• Create a picture collage that illustrates a vocabulary word
• Illustrate and write a meaningful sentence using a vocabulary word
• Create a vocabulary semantic web or map
• Write a metaphor or a simile using a vocabulary word
• Develop and extend vocabulary through read alouds
• Link new vocabulary to experiments, demonstrations, or diagrams prior to reading
• Use graphic organizers to develop, review, and extend vocabulary words ant their meanings
• Describe how words are alike and different using a Venn diagram or T-chart
• Design a word web to develop and extend the meaning of a vocabulary word
• Use charades to guess a word and tell the meaning
• Use analogies to explore word relationships and word meanings
• Research word origins to enhance word meanings
• Make a chart to organize or sort words into categories
• Compare and contrast two or more words with a comparison matrix
• Use probing questions to clarify any misunderstandings about vocabulary words and their definitions
• Use questions that solicit real-life examples of vocabulary words
• Ask questions that like vocabulary words(e.g., How does_____compare to _____?)
• Use Post-it notes or notecards to jot down unfamiliar words during independent reading and follow up on the word meanings
• Incorporate opportunities for students to give examples and non-examples of vocabulary words
• Use a variety of games, simulations, and other activities for vocabulary comprehension and reinforcement
• Use sensory experiences to build conceptual understanding and develop links to vocabulary
• Use antonyms and synonyms to clarify word meanings
• Listen to a partner describe a vocabulary word, then switch roles
• Associate a vocabulary word with a graphic representation or an example
• Create poems, raps, and songs that promote words and word meanings
• Offer encouragement, praise, and recognition for efforts taken and appropriate responses
• Select and teach words that are not likely to be learned independently and that are essential for comprehending the main idea
• Use content-area word walls as a resource
• Teach students to use word parts such as prefixes and suffixes to read new vocabulary
• Use explicit instruction of vocabulary before reading, during reading, and after reading text
• Engage students in instructional conversations to develop vocabulary
• ¨Indicators of Mastery will be demonstrated by students in…
• ¨FAME vocabulary and reading skills quizzes and activities
• ¨Vocabulary quizzes related to literature study
• ¨Word-Of-The-Day daily word to use in sentences, analogies,
• synonyms, antonyms
• ¨Roots, Prefixes, Suffixes of literature-related vocabulary,
• write on cards, study, prepare short scenes or a collage to           demonstrate meaning, as well as complete writing short journal responses using words correctly and showing meaning in roots, prefixes, and suffixes
• ¨Drop Everything And Read(DEAR) and AR quizzes
• ¨Technology supported activities: Word-Nik.com, Wordle.com (word clouds/clusters), Vocabulary.com, Grade-appropriate vocabulary study with skills-based online support, “Skill-level Up!”(Glencoe.com)

 

7.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level

text.

7.1.6.a Analyze the meaning, reliability, and validity of the text considering author’s purpose, and perspective

7.1.6.b Identify and analyze elements of narrative text (e.g., character development, setting,

plot development, conflict, point of view, theme

7.1.6.c Analyze author’s use of literary devices (e.g., foreshadowing, personification, idiom, oxymoron, hyperbole, flashback, suspense, symbolism, irony)

7.1.6.d Summarize, analyze, and synthesize informational text using main idea and supporting

details

7.1.6.e Apply knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support)

7.1.6.f Apply knowledge of text features to locate information and gain meaning from a text

(e.g., index, annotations, maps, charts, tables, graphs, headings, subheadings)

7.1.6.g Explain and make inferences based on the characteristics of narrative and informational genres (e.g., textbooks, myths, fantasies, science fiction, drama, periodicals, essays)

7.1.6.h Explain the social, historical, cultural, and biographical influences in a variety of genres

7.1.6.i Use narrative and informational text to develop a national and global multi-cultural perspective

7.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions, analyzing prior knowledge, information from the text and additional sources, to support answers

7.1.6.k Select text for a particular purpose (e.g., understand, interpret, enjoy, solve problems,

form an opinion, answer a specific question, discover models for own writing)

7.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and

make connections while reading

7.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract from meaning by applying appropriate strategies to self-correct

7.1.6.n Use examples and details to make inferences or logical predictions while previewing and reading text

7.1.6.o Respond to text verbally, in writing, or artistically

 

• Instructional Strategies employed to facilitate Mastery of Comprehension:
• See 7.1.4
• Use scope and sequence literature anthology(Glencoe) complemented by extended comprehension activities.
• Assess comprehension via diagnostic quizzes, AR placement quizzes and tests, and monitor understanding through guided reading practice in pairs, groups, and class

-Use a variety of informal, formal and authentic assessments

• All for multiple quick-check response techniques(e.g., tell your partner, use individual dry-erase boards or Smartboards, thumbs up/thumbs down, non-verbal signals)
• Use Pair-Share to allow students to summarize what they have read
• Vary the type of written test items(e.g., multiple choice, short-answer response, extended-answer response)
• Use frequent checks for understanding to correct or clarify any misunerstandings
• Check for understanding by listening closely to what students say
• Chart responses of students during group discussions
• Hold individual conferences with students to determine what they understand
• Keep anecdotal records by recording notes about individual reactions and student interactions with peers
• Examine student-written responses to determine whether or not students are making connections
• Script student’s comments and questions to determine if student is using strategies independently and correctly
• Evaluate the thinking process and product by asking students to articulate, orally or in writing, how they solved a problem related to the text
• Use a K-W-L chart to determine what students know and what they have learned
• Use performance-based tasks and/or activities(e.g. oral presentation, role-playing, paraphrasing, summarizing, retelling, problem-solving situation)
• Use rubrics and/or checklists when evaluating all student products
• Utilize illustrations and oral/written explanations to demonstrate content knowledge and understanding
• Use probing questions to stimulate curiosity and to determine the depth of knowledge of what is being read
• Use open-ended questions that encourage elaboration and have more than one possible answer
• Ask questions that generate a variety of solutions and stimulate creative thinking
• Use open-book and open-note tests
• Provide study questions, study sheets, or opportunities to study with a partner prior to formal testing
• Use graphic organizers to display conceptual understanding (e.g., comparison charts, cause-effect organizers, flowcharts)
• Use book-response journals for students to record short or extended written reactions to what they have read and follow-up with conferences
• Allow students to demonstrate comprehension through art, drama, movement, and/or music
• Provide equitable opportunities for students to participate in discussions to determine the level of comprehension of a text being studied
• Implement portfolios gradually to compare a student’s work (e.g., AR progress, written responses to literary works, creative responses such as poetry or scripts that demonstrate depth of comprehension as well as critical though)to his/her previous work to determine growth over time
• Build time within the class schedule to involve students in the portfolio process
• Have students share “I learned…”statements orally or use a learning log during and at the conclusion of a unit of reading or study of literary terms and elements of fiction/nonfiction
• Use an interview to determine the student’s depth of understanding rather than whether or not the student can provide the correct answer
• Use investigations to assess students’ knowledge of procedures and use the results to determine what has been learned(e.g., diagrams, graphs, tables, demonstrations)
• Allow students to move away from their desks or computers and interact with classmates in activities such as role-playing, acting out scenes, physical exercise, drills, interaction
• Use journal writing, self-assessment, and goal-setting for reflective improvement

 

¨Students will demonstrate Mastery by:

¨Demonstration of understanding and identification of the  distinguishing features of the major genres and use them to aid their interpretation and discussion of literature

¨Identification of significant literary elements (including

metaphor, symbolism, foreshadowing, dialect, rhyme,

meter, irony, climax) and use those elements to interpret

the work in all products(e.g. reports, summaries, dialogue

w/peers, instructor, and writing)

¨Recognize and share different levels of meaning

¨Evaluate literary merit based on an understanding of the

genre and the literary elements.

¨Present responses to and interpretations of literature,

making reference to the literary elements found in the

text and connections with their personal knowledge and

experience

¨Produce interpretations of literary works that identify

different levels of meaning and comment on their

significance and effect

¨Write stories, poems, literary essays, and plays that

observe the conventions of the genre and contain

interesting and effective language and voice

¨Write a sequel to a story continuing the development of the

characters, plot, and themes

¨Write reviews of literature from different cultural settings

and point out similarities and differences in that literature

using Venn Diagram, T-Chart, lists, comparision-contrast

essays

 

 

 

 

LA 7.2   Students will learn and apply writing skills and strategies to communicate.

7.2.1 Writing Process: Students will apply the writing     process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.

7.2.1.a Use prewriting activities and inquiry tools, using available technology, to generate and organize information, guide writing and answer questions

7.2.1.b Generate a draft by:

-Selecting and organizing ideas relevant to topic, purpose, and genre

-Composing paragraphs with sentences of varying         length and complexity avoiding fragments and run-ons

-Using effective transitional words and cues to unify important ideas

7.2.1.c Revise to improve writing (e.g., quality of ideas, organization, sentence fluency, word choice, voice)

7.2.1.d Provide oral, written, and/or electronic feedback to other writers; utilize others’ feedback to improve own writing

7.2.1.e Edit writing for format and conventions (e.g., spelling, capitalization, grammar, punctuation)

7.2.1.f Publish a legible document (e.g., report, podcast, web page, PowerPoint) that applies formatting techniques to aid comprehension (e.g., differing fonts, title page, highlighting, spacing)

 

• Instructional Strategies employed to facilitate Mastery:
• Administer diagnostic writing assessment to be scored according to six traits and to introduce writing portfolio
• Provide planned writing instruction to include a focus on each of the six traits and implement teacher scoring as well as peer and self-assessment in student’s guided writing practices
• Instruct students using model writing in compositions with multiple paragraphs, introduction, thesis, body, and conclusion which enforce writing with a clear focus, logic, and supporting details
• Provide grammar units which methodically introduce, practice, and master skill of sentence variety: simple, compound, complex, and compound-complex sentences
• Provide variety of opportunities to publish work: wordpress blog, newsletter, writing contests, local newspaper, National and Nebraska Writing Project call for student entries and in-class assignments
• Promote the use of standard English skillfully and with an individual style(voice)
• Implement writing journal to include daily prompt aligned with specific writing purpose that builds progressively on learned skills and to complement students’ individual goals and skills
• Utilize Glencoe-online writing mastery tools and assessments

 

¨Students will demonstrate Mastery by:

¨Completing portfolio to include final drafts of minimum of

five essay types distinguished by purpose, two final drafts of

literary analysis essays(response to AR or assigned reading),

one final draft of each of the following genres: short fiction,

nonfiction, and poetry

¨Completing writing journal to include all daily writing

prompts, peer evaluations, teacher evaluations, and self-

assessments

¨Practice skills in English Grammar and Composition to com-

plement writing assignments and demonstrate understanding

of language study in relation to six traits writing(e.g. study of

multiple sentence structures as it directly relates to fluency…)

LA 7.2.2 Writing Genres: Students will write for a variety of purposes and audiences in multiple

genres.

7.2.2.a Write in a variety of genres, considering purpose (e.g., inform, entertain, persuade, instruct)

7.2.2.b Write in a variety of genres, considering audience       (e.g., a known or unknown individual, a business, organization, or cyber audience)

7.2.2.c Write considering typical characteristics of the selected genre (e.g., letter to the editor, report, email, class notes, essay, research paper, play)

7.2.2.d Select and apply an organizational structure appropriate to the task (e.g., order of importance, similarity and difference, posing and answering a question)

7.2.2.e Analyze models and examples (own and others’) of various genres in order to create a similar piece

• Instructional strategies employed to facilitate Mastery:
• Instruct students in writing for specific purpose: expository, descriptive, persuasive, classification, comparison-contrast, process-analysis, cause-effect, and personal narrative
• Provide opportunities for students to write original pieces in a variety of literary forms, correctly using the conventions of the genre and using structure and vocabulary to achieve an effect
• Instruct and utilize models demonstrating patterns of organization to use for desired effect(e.g. chronological for personal narrative or process analysis, cause-effect for persuasive…)

¨ Students will demonstrate Mastery by:

¨Completing portfolio to include final drafts of minimum of

five essay types distinguished by purpose, two final drafts of

literary analysis essays(response to AR or assigned reading),

one final draft of each of the following genres: short fiction,

nonfiction, and poetry

¨Completing writing journal to include all daily writing

prompts, peer evaluations, teacher evaluations, and self-

assessments, and all drafts except final, which is in portfolio

¨Practice skills in English Grammar and Composition to com-

plement writing assignments and demonstrate understanding

of language study in relation to six traits writing(e.g. study of

multiple sentence structures as it directly relates to fluency…)

¨ write stories or poems using such literary structures and

devices as stanzas and chapters, metaphors, foreshadowing, symbolism, and different forms of dialogue and narration

 

LA 7.3   Students will learn and apply speaking and listening skills and strategies to communicate.

7.3.1 Speaking Skills: Students will develop and apply speaking skills to communicate key ideas in a variety of situations.

7.3.1.a Communicate ideas and information in a manner   appropriate for the purpose and setting

7.3.1.b Demonstrate and adjust speaking techniques for a   variety of purposes and situations

7.3.1.c Utilize available media to enhance communication

• Instructional Strategies employed to facilitate Mastery:
• Demonstration of various presentation techniques including interpretation of literature, formal public speaking(persuasive and extemporaneous), power point presentations(informative), and group presentations such as panel discussion or debate, group performance…
• Model speakers via online resources, videos
• Instruct and demonstrate proper etiquette in various settings
• Create specific setting for student presentations(e.g. entertainment or “after-dinner” speaking should be completed at an adult living facility after a luncheon…*field trip opportunity)
• Instruct and demonstrate use of podcast and PowerPoint to Instructional Strategies employed to facilitate Mastery:
• Demonstration of various presentation techniques including interpretation of literature, formal public speaking(persuasive and extemporaneous), power point presentations(informative), and group presentations such as panel discussion or debate, group performance…
• Model speakers via online resources, videos
• Instruct and demonstrate proper etiquette in various settings
• Create specific setting for student presentations(e.g. entertainment or “after-dinner” speaking should be completed at an adult living facility after a luncheon…*field trip opportunity)
• Instruct and demonstrate use of podcast and PowerPoint to

Enhance presentation

 

¨Students will demonstrate Mastery by:

¨Demonstrating proper use of all speaking elements: rate, pitch,

intensity, inflection, articulation, enunciation, pronunciation, eye

contact, gestures, facial expression, and body language to

convey messages effectively

¨Demonstrating ability to present variety of presentations to meet

specific criteria(rubric)

specific criteria(rubric)

¨Taking part in productions of full length plays

¨ Presenting oral readings, recitations of literary passages,

dramatic presentations, group discussions of literature,

¨Demonstration of INDEPENDENCE (ability to

perform without direction)

 

LA 7.3.2 Listening Skills: Students will develop, apply, and refine active listening skills across a variety of situations.

7.3.2.a Apply listening skills needed for multiple situations and modalities (e.g., video, audio, distance, one-to-one, group)

7.3.2.b Listen and ask probing questions to elicit information

7.3.2.c Listen to, analyze, and evaluate message, purpose,   and perspective of information being communicated

• Instructional Strategies employed to facilitate Mastery
• Deepen learning and sustain understanding through games and simulations

-Interactive media

-pairs for discussion using listening/response rubric

-small groups for discussion and problem-solving

 

 

• Target specific content and set a specific purpose
• Use simulations to model real-life experiences

-Interview project with community members

-Interview classmates and local experts

• Engage students in role playing to work collaboratively and practice interpersonal skills
• Develop cooperation, teamwork, and conflict resolution through games
• Promote a high level of involvement, curiosity, and interest in learning concepts through interrelated games/simulations
• Group students in small, heterogeneous learning groups a minimum of once a week
• Utilize base groups(up to 6 students) to provide social and interpersonal support
• Organize students in formal learning groups(up to 4 students) when time and effort are emphasized
• Refrain from overusing cooperative learning groups for all instructional experiences to allow for other groupings

(e.g., individual, partner, Pair-Share)

• Use a variety of strategies for determining groups members
• Model and teach interpersonal and interdependence skills prior to group work(e.g. expectations for success includes listening, leadership, cooperation; collaboration rubric, decision making, time management, and conflict resolution)
• Practice, monitor and adjust cooperative learning groups

 

¨ Students will demonstrate Mastery by:

¨ Successful participation in group activities *rubric

¨ Interview project completion *rubric

¨ Success on open-note tests/quizzes(demonstrates accurate

listening and note-taking skills)

 

 

LA 7.3.3 Reciprocal Communication: Students will develop, apply, and adapt reciprocal

communication skills.

7.3.3.a Demonstrate sensitivity to the use of words in general as well as to a particular audience (e.g., stereotypes, connotations, subtleties of language)

7.3.3.b Apply conversation strategies (e.g., listen while    others are talking, eye contact, tone, stay on topic, non-verbal cues)

7.3.3.c Interact and collaborate with others in learning

situations by contributing questions, information, opinions,

and ideas using a variety of media and formats

• Instructional Strategies employed to facilitate success:
• See 7.3.2

¨ Students will demonstrate Mastery by:

¨ Listening and responding in discussion, group work, individual

written responses, oral readings of literature, audio-books,

stage plays, films

¨ Listening and reading to analyze and evaluate experiences,

ideas, information, and issues using evaluative criteria from a

variety of perspectives and recognizing the difference in

evaluations based on different sets of criteria.

¨ Displaying understanding that within any group there are many

different points of view depending on the particular

interests and values of the individual, and recognize

those differences in perspective in texts and

presentations (E.g., in considering whether to let a new

industry come into a community, some community

members might be enthusiastic about the additional jobs

that will be created while others are concerned about the

air and noise pollution that could result.)*Rubric

¨ Evaluating their own and others’ work based on a variety of

criteria (e.g., logic, clarity, comprehensiveness, conciseness,

originality, conventionality) and recognize

the varying effectiveness of different approaches.

 

LA 7.4   Students will identify, locate, and evaluate information.

LA 7.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).

7.4.1.a Select and use multiple resources to generate and answer questions and establish validity of information (e.g., print, subscription databases, web resources)

7.4.1.b Demonstrate ethical and legal use of information by citing sources using a prescribed format (e.g., citation of information used)

7.4.1.c Practice safe and ethical behaviors when

communicating and interacting with others

(e.g., safe information to share online, appropriate   language   use, utilize appropriate sites and materials, respect diverse perspectives)

7.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning)

7.4.1.e While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism)

7.4.1.f Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)

7.4.1.g Use social networks and information tools to gather  and share information (e.g., social bookmarking, online collaborative tools)

 

• Instructional Strategies to facilitate Mastery:
• Instruct and model a variety of research strategies including

online data-bases, primary and secondary sources, interactive media evaluation activities

• http://owl.english.purdue.edu/owl/resource, model and instruct correct MLA format for citing sources
• in-class and online instruction regarding proper social interaction online
• Allow interactive time within curriculum for online, skype, and podcasting with students from multiple ethnicities
• Instruct students regarding advertising techniques and engage awareness by reviewing and identifying bias and hidden agendas
• Allow for a variety of research opportunities for students to gather and share information using multiple applications for communicating with others

¨ Indicators of student Mastery include:

¨ Students will produce podcasts, i-movies, power-point

presentations, and will communicate to classmates and community via wordpress blog, skype, and other electronic media

¨ Students will research, take notes, organize, and write

research projects which demonstrate mastery of use of

multiple collaborative tools for finding and sharing

information (*Rubric)