This Standards Map contains all the standards for the Seventh Grade in the Common Core State Standards for English Language Arts. It also has attached Standards Maps specific to each of the ELA strands.
This text resource illustrates the Standards Map for the Grade 7 Reading Literature domain in the Common Core State Standards.
This text resource illustrates the Standards Map for the Grade 7 Reading Informational Text domain in the Common Core State Standards.
This text resource illustrates the Standards Map for the Grade 7 Writing strand in the Common Core State Standards.
This text resource illustrates the Standards Map for the Grade 7 Speaking and Listening strand in the Common Core State Standards.
This text resource illustrates the Standards Map for the Grade 7 Language strand in the Common Core State Standards.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual evidence
|
2 - Cite (Support evidence)
3 - Support (Analysis)
2 - Cite (Inferences)
|
2 - I can cite several pieces of textual evidence to support analysis of what the text says explicitly.
3 - I can support analysis of what the text says explicitly.
2 - I can cite inferences drawn from the text.
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A. Citing evidence and drawing inferences from text will support your analysis.
|
A.1 Why do I cite several pieces of evidence?
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Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text
|
2 - Determine (Theme or central idea)
4 - Analyze (Theme development)
3 - Provide (Objective summary)
|
2 - I can determine a theme or central idea of a text.
4 - I can analyze theme development over the course of the text.
3 - I can provide an objective summary of the text.
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A. Central ideas are developed throughout the course of a text by repetition, logical links, sequencing and supporting details.
|
A.1 How do I determine a central idea of a text?
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Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Analyze (Element interaction)
|
4 - I can analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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A. Where and when a story takes place may influence how the plot develops.
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A.1 How are elements of a story or drama related?
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Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Impact Analysis
|
2 - Determine (Meaning)
1 - Include (Figurative meanings)
1 - Include (Connotative meanings)
4 - Analyze (Impact of rhymes)
4 - Analyze (Impact of repetitions of sounds on specific verse, stanza, section)
|
2 - I can determine the meaning of words and phrases as they are used in a text.
1 - I can include figurative meanings.
1 - I can include connotative meanings.
4 - I can analyze the impact of rhymes on a specific verse or stanza of a poem or section of a story or drama.
4 - I can analyze the impact of other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
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A. Rhymes and repetitions may be used to draw attention to meaning.
B. Meanings can be figurative or connotative.
|
A.1 How do word sounds impact meanings?
B.1 Why is meaning different for some contexts?
|
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Form or Structure
|
4 - Analyze (Form or structure)
|
4 - I can analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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A. Poems or drama form or structure may contribute to meaning.
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A.1 Why do some poems or dramas appear to have form?
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Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Point of View
|
4 - Analyze (Development of point of view)
4 - Analyze (Contrast of points of view)
|
4 - I can analyze how an author develops points of view of different characters or narrators in a text.
4 - can analyze how an author contrasts points of view of different characters or narrators in a text.
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A. Differing points of view of characters add to the conflict of the story and deepen the plot.
|
A.1 Why do authors use varying points of view in stories?
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Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Comparison and Contrast
Analysis
|
6 - Compare (Written story, poem or drama to audio, filmed, staged, or multimedia version)
6 - Contrast (Written story, poem or drama to audio, filmed, staged, or multimedia version)
4 - Analyze (Unique medium technique effects)
|
6 - I can compare a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
6 - I can contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
4 - I can analyze the effects of techniques unique to each medium e.g., lighting, sound, color, or camera focus and angles in a film).
|
A. Different techniques may effect how the story is interpreted.
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A.1 How do techniques such as lighting, sound, color or camera focus effect presentation?
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Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Fictional Portrayal
Historical Account of the same period
|
6 - Compare (Fictional portrayal)
6 - Contrast (Fictional portrayal)
2 - Understand (Author of fiction use or alter history)
|
6 - I can compare fictional portrayal of a time, place, or character and a historical account of the same period.
6 - I can contrast fictional portrayal of a time, place, or character and a historical account of the same period.
2 - I can understand how a authors of fiction use or alter history.
|
A. Authors of fiction use or alter history to portray of time, place, or character and a historical account.
|
A.1 How does a fictional account differ from the actual account of history.
|
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Read (Literature)
2 - Comprehend (Literature)
|
1 - I can read stories in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
1 - I can read dramas in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
1 - I can read poems in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can comprehend stories in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can comprehend dramas in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can comprehend poems in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
|
A. Being proficient in reading and comprehending stories, dramas, and poems is important for one to appreciate a range of literature.
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A.1 How might comprehending stories differ from dramas or poems?
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Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Evidence
|
3 - Cite (Evidence)
5 - Support (Analysis)
5 - Support (Inferences)
|
3 - I can cite several pieces of textual evidence
5 - I can support analysis of what the text says explicitly
5 - I can support analysis of inferences drawn from the text.
|
A. Analysis support is provided by citing textual evidence.
|
A.1 How do I provide support of analysis of text?
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Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Determine (Central ideas)
4 - Analyze (Text development)
2 - Provide (Objective summary)
|
3 - I can determine two or more central ideas in a text.
4 - I can analyze the central ideas’ development over the course of the text.
2 - I can provide an objective summary of the text.
|
A. Texts contain developed central ideas.
|
A.1 How is text developed?
|
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Interactions
|
4 - Analyze (Interactions)
|
4 - I can analyze the interactions between individuals (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
|
A. Interactions between individuals, events, and ideas can be analyzed.
|
A.1 How can I analyze key interactions of a text?
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Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Impact
|
2 - Determine (Meanings)
4 - Analyze (Impact on meaning)
4 - Analyze (Impact on tone)
|
2 - I can determine the meaning of words and phrases as they are used in figurative text.
2 - I can determine the meaning of words and phrases as they are used in connotative text.
2 - I can determine the meaning of words and phrases as they are used in technical text.
4 - I can analyze the impact of a specific word choice on meaning.
4 - I can analyze the impact of a specific word choice on tone.
|
A. Context of words and phrases within a text determines meaning.
|
A.1 How does word choice impact meaning?
|
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Structure
|
4 - Analyze (Structure)
2 - Include (Contribution)
|
4 - I can analyze the structure an author uses to organize a text.
2 - I can include how the major sections contribute to the whole.
2 - I can include how the major sections contribute to the development of the ideas.
|
A. Text structures are analyzed by contribution to the whole.
|
A.1 How do I analyze structures of a text?
|
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Author’s Text
|
2 - Determine (Point of view or purpose)
4 - Analyze (Positions)
|
2 - I can determine an author’s point of view or purpose in a text.
4 - I can analyze how the author distinguishes his or her position from that of others.
|
A. Authors point of view may differ from that of others.
|
A.1 Why do I analyze point of view?
|
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Compare (Text to other media)
3 - Contrast (Text to other media)
4 - Analyze (Subject portrayal)
|
3 - I can compare a text to an audio, video, or multimedia version of the text.
3 - I can contrast a text to an audio, video, or multimedia version of the text.
4 - I can analyze each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
|
A. Subject portrayal varies depending on medium.
|
A.1 How do I analyze different media portrayal of subjects?
|
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Trace (Argument)
4 - Evaluate (Argument)
2 - Trace (Claims)
4 - Evaluate (Claims)
4 - Assess (Reasoning soundness)
4 - Assess (Evidence relevance)
4 - Assess (Evidence sufficiency)
|
2 - I can trace the argument in a text.
4 - I can evaluate the argument in a text.
2 - I can trace the specific claims in a text.
4 - I can evaluate the specific claims in a text.
4 - I can assess whether the reasoning is sound to support the claims.
4 - I can assess whether the evidence is relevant to support the claims.
4 - I can assess whether the evidence is sufficient to support the claims.
|
A. Evaluating an argument reveals reasoning soundness, and evidence relevancy and sufficiency.
|
A.1 Why evaluate an argument in a text?
|
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Shaped Presentations
Differentiated Facts
|
4 - Analyze (Shaping)
|
4 - I can analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
|
A. Emphasis of different evidence or advancing of different interpretations of facts shapes presentation.
|
A.1 How do authors shape presentations differently?
|
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary Nonfiction
|
1 - Read (Literary nonfiction)
2 - Comprehend (Literary nonfiction)
|
1 - I can read literary nonfiction that is between the sixth through eighth grade level.
2 - I can comprehend literary nonfiction that is between the sixth through eighth grade level.
|
A. Higher end literary nonfiction can be comprehended with scaffolding.
|
A.1 How can I comprehend high end literary nonfiction?
|
Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Understanding
|
3 - Write (arguments)
1 - Introduce (claims [a])
1 - Acknowledge (alternate or opposing claims [a])
4 - Organize (reasons [a])
4 - Organize (evidence [a])
6 - Support (claims with logical reasoning and relevant evidence [b])
3 - Use (accurate, credible sources[b])
3 - Demonstrate (understanding of topic, text [b])
3 - Use (words, phrases, clauses [c])
4 - Clarify (relationships [c])
3 - Establish (formal style [d])
3 - Maintain (formal style [d])
1 - Provide (conclusion [e])
|
3 - I can write arguments to support claims with clear reasons.
1 - I can write arguments to support claims with relevant evidence.
1 - I can introduce claims. [a]
1 - I can acknowledge alternate or opposing claims. [a]
4 - I can organize the reasons logically. [a]
4 - I can organize the evidence logically. [a]
6 - I can support claim(s) with logical reasoning and
1 - elevant evidence. [b]
3 - I can demonstrate an understanding of the topic or text. [b]
3 - I can use words, phrases, and clauses. [c]
4 - I can clarify the relationships among claims(s),
1 - easons, and evidence. [c]
1 - 3 I can establish formal style. [d]
3 - I can maintain formal style. [d]
1 - I can provide a concluding statement or section that follows form and supports the argument presented. [e]
|
A. An argument is a connected series of statements intended to establish a definite proposition.
|
A.1 What is an argument in writing?
|
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Relevant Content
|
4 - Write (Informative/explanatory texts)
3 - Introduce (Topic [a])
1 - Preview (Following writing [a])
4 - Organize (Ideas, concepts, information [a])
3 - Use (Strategies [a])
1 - include (Formatting [a])
1 - Include (Graphics [a])
1 - Include (Multimedia [a])
4 - Develop (Topic [b])
3 - Use (Transitions [c])
4 - Create (Cohesion [c])
4 - Clarify (Relationships [c])
3 - Use (Precise language, domain-)
3 - Establish (Formal style [e])
3 - Maintain (Formal style [e])
2 - Provide (Concluding statement or section [f])
6 - Support (Information [f])
|
4 - I can write informative/explanatory texts to examine a topic through the selection, organization, and analysis of relevant content.
3 - I can write informative/explanatory texts to convey ideas through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey concepts through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey information through the selection, organization, and analysis of relevant content.
3 - I can introduce a topic clearly. [a]
1 - I can preview what is to follow. [a]
4 - I can organize ideas, concepts, and information. [a]
3 - I can use strategies such as definition, classification, comparison/contrast, and cause/effect. [a]
1 - I can include formatting (e.g., headings. [a]
1 - I can include graphics ( e.g., charts, tables). [a]
1 - I can include multimedia when useful to aiding comprehension. [a]
4 - I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [b]
3 - I can use appropriate transitions. [c]
4 - I can create cohesion [c]
4 - I can clarify the relationships among ideas and concepts. [c]
3 - I can use precise language and domain-specific vocabulary to inform about or explain the topic. [d]
3 - I can establish formal style. [e]
3 - I can maintain formal style. [e]
2 - I can provide a concluding statement or section. [f]
6 - I can support the information or explanation presented. [f]
|
A. Relevance can be supported by elaborating through using reasons, well-chosen and specific details, examples, and/or anecdotes to support ideas.
|
A.1 How do I decide what is relevant content?
|
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narrative Techniques [b]
Experiences and Events [d]
Conclusion [e]
|
2 - Write (Narrative)
6 - Engage (Reader [a])
6 - Organize (Event sequence [a])
2 - Use (Narrative techniques [b])
2 - Use (Variety of transitions [c])
2 - Use (Precise words and phrases [d])
4 - Provide (Conclusion [e])
|
2 - I can write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences
2 - I can write narratives to develop real or imagined events using effective technique, relevant descriptive details, and well-structured event sequences
6 - I can engage and orient readers through writing establishing a context and point of view and introducing a narrator and/or characters. [a]
6 - I can organize an event sequence that unfolds naturally and logically. [a]
2 - I can use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. [b]
2 - I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame to another. [c]
2 - I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one setting to another. [c]
2 - I can use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. [d]
4 - I can provide a conclusion based on narrated experiences. [e]
4 - I can provide a conclusion based on narrated events. [e]
|
A. Developing a narrative is easier when a plot diagram is followed.
|
A.1 What is the structure of a narrative?
|
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
4 - Produce (Writing)
|
4 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
|
A. Coherence itself is the product of two factors — paragraph unity and sentence cohesion.
|
A.1. What is coherent writing?
|
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Develop (writing)
2 - Strengthen (writing)
|
1 - With some guidance and support from peers and adults, I can develop writing as needed by planning, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by revising, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by editing, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by rewriting, focusing on how well purpose and audience have been addressed.
1 - With some guidance and support from peers and adults, I can develop writing as needed by trying a new approach, focusing on how well purpose and audience have been addressed.
|
A. Good writing requires more than one draft.
|
A. 1. Why are the steps in writing important?
A. 2. How do I eliminate writer's block?
|
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Producing/Publishing Writing
|
2 - Use (technology)
|
2 - I can use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
|
A. Computer savvy writers have access to improve their writing through collaboration.
|
A.1. Why must I cite sources?
A.2. How do I know which links are helpful?
|
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Research
Additional Questions
|
2 - Conduct (short research projects)
2 - Draw on (several sources)
3 - Generate (additional questions)
|
1 - I can conduct short research projects to answer a question.
2 - I can draw on several sources
3 - I can generate additional related, focused questions for further research and investigation.
|
A. Make decisions based on the material (readings, lecture notes) available to you and stay flexible in your writing.
|
A.1. How focused does a question need to be?
A.2. What determines the accurate amount of research to answer a question?
|
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Gather (Relevant information)
3 - Use (Search terms)
1 - Assess (Credibility, accuracy of each source)
|
1 - I can gather relevant information from multiple authoritative print sources, using advanced searches effectively.
3 - I can use search terms effectively.
1 - I can gather relevant information from multiple digital sources, using advanced searches effectively.
1 - I can assess the strengths of each source in terms of the task, purpose, and audience.
1 - I can assess the limitations of each source in terms of the task, purpose, and audience.
1 - I can integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
|
A. Research requires citation of sources in an ethical manner.
B. good research paper requires reliable resources.
|
A.1 How can you use others' work in your own?
B.1 What is research?
B.2 What does research enable us to produce?
|
Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary/Informational Texts
|
5 - Draw (Evidence from literary or informational texts)
3 - Apply (Grade 6 reading standards to literature [a])
2 - Compare (Texts in fictional portrayal e.g. [a])
2 - Contrast (Texts in fictional portrayal e.g. [a])
3 - Apply (Grade 6 reading standards to literary nonfiction [b])
5 - Trace (Argument and specific claims in a text e.g. [b])
5 - Evaluate (Argument and specific claims in a text e.g. [b])
5 - Assess (Reasoning is sound and evidence is relevant and sufficient [b])
|
1 - I can draw evidence from literary or informational texts to support analysis.
1 - I can draw evidence from literary or informational texts to support reflection.
1 - I can draw evidence from literary or informational texts to support research.
5 - I can draw evidence from literary texts to support analysis, reflection, and research.
5 - I can draw evidence from informational texts to support analysis, reflection, and research.
3 - I can apply grade 6 reading standards to literature. [a]
2 - I can compare texts in fictional portrayal of a time. place, or character and a historical account of the same period as authors fiction use or alter history. e.g. [a]
|
A. Factual recounts are objective reconstructions of experience.
|
A.1 What do I know?
A.2 What have I learned?
A.3 What do I want to know?
|
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
|
1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
|
1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
|
A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
|
A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
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Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Collaborative discussions
Preparation for discussions
Rules for collegial discussion
New information acknowledged
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2 - Discuss (Range of topics, with diverse partners, exploration of ideas)
3 - Prepare (Required discussion materials [a])
1 - Follow (discussion rules [b])
2 - Elicit (Elaboration [c])
2 - Respond (To others with observations [c])
1 - Acknowledge (New information [d])
6 - Modify (Views [d])
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2 - I can discuss effectively a range of topics with diverse groups.
3 - I can prepare materials for discussion depth. [a]
1 - I can follow rules of discussion, track progress and define roles. [b]
4 - I can ask questions to elicit elaboration. [c]
2 - I can respond to others with observations. [c]
1 - I can acknowledge new information. [d]
6 - I can modify my views. [d]
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A. Sometimes views are modified after discussing ideas with others.
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A.1 How are views effected as a result of discussion?
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Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Analysis
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4 - Analyze (Main ideas)
4 - Analyze (Supporting details of diverse media and formats e.g., visually, quantitatively, orally)
2 - Explain (Clarification of a topic, text, or issue)
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4 - I can analyze main ideas of oral presentations
4 - I can analyze supporting details of diverse media and formats
2 - I can explain clarifications by the content
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A. Main ideas and supporting details of a presentation can be analyzed and explained.
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A.1 Why does a listener analyze a speech?
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Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Argument and specific claims
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4 - Delineate (argument and claims)
5 - Evaluate (soundness of reasoning)
5 - Evaluate (relevance and sufficiency of evidence)
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4 - I can delineate a speaker’s argument and specific claims
5 - I can evaluate soundness of reasoning, relevance and sufficiency of the evidence.
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A. Evidence must be sound and sufficient.
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A.1 How do you determine if an argument is believable?
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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Emphasis
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3 - Present (Claims and findings)
4 - Emphasize (Salient points in focused, coherent manner)
3 - Use (Eye contact)
3 - Use (Adequate volume)
3 - Use (Clear pronunciation)
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3 - I can present claims and findings
4 - I can sequence ideas logically
3 - I can use eye contact
3 - I can use adequate volume
3 - I can use clear pronunciation
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A. Focusing, projecting and pronouncing help get salient points across.
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A.1 How does a speaker present salient points effectively?
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Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Include (multimedia components and visual displays)
2 - Clarify (claims)
2 - Clarify (findings)
2 - Emphasize (salient points)
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3 - I can include multimedia components and visual displays in presentations.
2 - I can clarify claims
2 - I can clarify findings
2 - I can emphasize salient points.
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A. Salient points and claims are emphasized by multimedia.
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A.1 How can a speaker enhance salient points?
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
(See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Adapt (speech)
3 - Demonstrate (command of formal English)
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3 - I can adapt speech to a variety of contexts and tasks.
3 - I can demonstrate to command of formal English.
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A. Speech formality varies according to context and task.
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A.1 How do context and task influence speech?
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Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
English Grammar/Usage
Functions [a]
Sentences [b]
|
2 - Demonstrate (Command of conventions of English grammar)
4 - Explain (Function of phrases and clauses [a])
3 - Choose (Simple, compound, complex, and compound-complex sentences [b])
1 - Place (Phrases and clauses within a sentence [c])
1 - Recognize (Misplaced and dangling modifiers [c])
2 - Correct (Misplaced and dangling modifiers [c])
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2 - I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4 - I can explain the function of phrases and clauses in general and their function in specific sentences. [a]
3 - I can choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. [b]
1 - I can place phrases and clauses within a sentence. [c]
1 - I can recognize misplaced and dangling modifiers. [c]
1 - I can correct misplaced and dangling modifiers. [c]
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A. Relationship amongst ideas is best conveyed in correctly formed sentences.
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A.1 Why must I study types of phrases and clauses?
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Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Command of Conventions of Standard English
Comma [a]
|
3 - Demonstrate (Command of conventions)
3 - Use (Commas [a])
1 - Spell (Correctly [b])
|
3 - I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3 - I can use a comma to separate coordinate adjectives. [a]
1 - I can spell correctly. [b]
|
A. Command of English is demonstrated in correct capitalization, punctuation and spelling.
|
A.1 How do I demonstrate command of English?
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Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Expressive Language [a]
|
3 - Use (Knowledge of language)
3 - Choose (Language [a])
2 - Recognize (Wordiness and redundancy [a])
4 - Eliminate (wordiness and redundancy [a])
|
3 - I can use knowledge of language and its conventions when writing, speaking, reading, or listening.
2 - I can choose language that expresses ideas precisely and concisely. [a]
3 - I can choose language that expresses ideas precisely and concisely, recognizing wordiness and redundancy. [a]
4 - I can choose language that expresses ideas precisely and concisely, eliminating wordiness and redundancy. [a]
|
A. To write concisely, I recognize and eliminate wordiness and redundancy.
|
A.1 How do I write concisely?
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Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Meanings
Context [a]
|
4 - Determine (Meanings of words)
2 - Clarify (Meanings of words)
3 - Choosing (Array of strategies)
3 - Use (Context [a])
3 - Use (Greek and Latin affixes and roots [b])
2 - Consult (Reference materials [c])
5 - Verify (Preliminary determination of a meaning [d])
|
2 - I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content
4 - I can choose meaning flexibly from an array of strategies.
3 - I can use context as a clue to the meaning of a word or phrase. [a]
3 - I can use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. [b]
2 - I can consult reference materials both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [c]
5 - I can verify the preliminary determination of the meaning of a word or phrase. [d]
|
A. Meaning is determined by context, roots and reference consulting.
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A.1 How do I determine word meaning?
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Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Word Meaning
Figures of Speech Context [a] e.g.
Words [c]
|
3 - Demonstrate (Understanding of figurative language, word relationships, and nuances)
3 - Interpret (figures of speech [a])
3 - Use (relationships of words [b])
4 - Distinguish (connotations of words [c])
|
3 - I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
3 - I can interpret figures of speech in context. [a]
3 - I can use the relationship between particular words to better understand each of the words. [b]
4 - I can distinguish among the connotations of words with similar denotations. [c]
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A. Relationships between words, connotations and denotations will influence the meaning.
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A.1 How do I demonstrate understanding of similar meanings with varying words?
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Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Grade-appropriate Words
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3 - Acquire (Words and phrases)
3 - Use (Words and phrases)
1 - Gather (Vocabulary knowledge)
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3 - I can acquire accurately grade-appropriate general academic and domain-specific words and phrases.
3 - I can use accurately grade-appropriate general academic and domain-specific words and phrases.
1 - Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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A. Practice previous vocabulary knowledge to consider word meaning.
|
A.1 How do I acquire domain-specific vocabulary?
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