This text resource illustrates the Standards Map for the Grade 7 Reading Informational Text domain 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 |
|---|---|---|---|---|
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Textual Evidence
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3 - Cite (Evidence)
5 - Support (Analysis)
5 - Support (Inferences)
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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.
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A. Analysis support is provided by citing textual evidence.
B. Analyzing evidence requires considering the role in the argument and looking a couple of lines above and below it.
C. Making text-based predictions which you think the author would agree with will likely produce solid inferences.
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A.1 How do I provide support of analysis of text?
B.1 How might I recognize the strongest supporting evidence?
C.1 How can I be confident that my inferences are correctly drawn?
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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 |
|---|---|---|---|---|
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3 - Determine (Central ideas)
4 - Analyze (Text development)
2 - Provide (Objective summary)
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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.
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A. Texts contain developed central ideas.
B. Ideas are developed and supported in text, with each idea building on or linking to a previous one.
C. Objective text summary includes a general statement about key points and their relationship.
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A.1 How is text developed?
B.1 How are ideas related in text?
C.1 How do I make an objective summary of text?
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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 |
|---|---|---|---|---|
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Textual Interactions
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4 - Analyze (Interactions)
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4 - I can analyze the interactions between individuals (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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A. Interactions between individuals, events, and ideas can be analyzed.
B. Texts make connections or distinctions by comparison, analogy or categories.
C. The individuals, ideas or events of a text may be similar, different or representative of a deeper idea.
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A.1 How can I analyze key interactions of a text?
B.1 How does a text show connections or distinctions?
C.1 How might text distinctions or connections affect meaning?
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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 |
|---|---|---|---|---|
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Impact
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2 - Determine (Meanings)
4 - Analyze (Impact on meaning)
4 - Analyze (Impact on tone)
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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.
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A. Context of words and phrases within a text determines meaning.
B. Tone may be determined by analyzing figurative or connotative meanings and specific word choice.
C. Analogies or allusions require readers to interpret context beyond the literal words of the text to find meaning.
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A.1 How does word choice impact meaning?
B.1 How can I recognize tone?
C.1 How might analogies or allusions affect the text?
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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 |
|---|---|---|---|---|
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Structure
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4 - Analyze (Structure)
2 - Include (Contribution)
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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.
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A. Text structures are analyzed by contribution to the whole.
B. Structure analysis includes identifying role of sentences in refining and developing key concepts.
C. Key concepts are developed sentence by sentence with 'hooks' to link ideas.
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A.1 How do I analyze structures of a text?
B.1 How do I analyze text structures of specific paragraphs?
C.1 How does text build as it refines or develops concepts?
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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 |
|---|---|---|---|---|
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Author’s Text
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2 - Determine (Point of view or purpose)
4 - Analyze (Positions)
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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.
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A. Authors often acknowledge and respond to conflicting evidence or viewpoints based on their own background or agenda.
B. To determine author purpose, look at tone of description, consider the intended audience and identify if focus is to persuade, inform or entertain.
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A.1 Why do I analyze author viewpoints?
B.1 How might the purpose of the author be revealed in a text?
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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 |
|---|---|---|---|---|
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3 - Compare (Text to other media)
3 - Contrast (Text to other media)
4 - Analyze (Subject portrayal)
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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).
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A. Subject portrayal varies depending on medium.
B. Certain topics are presented better by certain media than others; presenters determine impact desired to enhance content or purpose.
C. Audio enhancement allows for imagination whereas visual displays might fill gaps for readers with limited background.
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A.1 How do I analyze different media portrayal of subjects?
B.1 How do I know the best media for presenting certain topics?
C.1 What are some advantages and disadvantages of presenting with audio enhancement?
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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 |
|---|---|---|---|---|
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2 - Trace (Argument)
4 - Evaluate (Argument)
2 - Trace (Claims)
4 - Evaluate (Claims)
4 - Assess (Reasoning soundness)
4 - Assess (Evidence relevance)
4 - Assess (Evidence sufficiency)
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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.
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A. Evaluating an argument reveals reasoning soundness, and evidence relevancy and sufficiency.
B. To determine conclusion, ask what the point is; if there is no point, there is no argument.
C. With each premise, ask what evidence is given for the point; with fallacies, premises fail to provide adequate support.
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A.1 Why evaluate an argument in a text?
B.1 How do I assess reasoning and evidence in argument?
C.1 How do I test premises?
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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 |
|---|---|---|---|---|
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Shaped Presentations
Differentiated Facts
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4 - Analyze (Shaping)
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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.
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A. Emphasis of different evidence or advancing of different interpretations of facts shapes presentation to differing conclusions.
B. Conflicting information may include disagreement on matters of fact or interpretation.
C. Interpretation of similar facts may differ; proper facts may be given with faulty interpretation.
D. Quality materials with shoddy workmanship will not produce the desired result.
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A.1 How do authors shape presentations differently?
B.1 How can conflicting information in two texts be analyzed?
C.1 How might texts disagree on matters of fact or interpretation?
D.1 How might reasoning be compared to building?
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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 |
|---|---|---|---|---|
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Literary Nonfiction
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1 - Read (Literary nonfiction)
2 - Comprehend (Literary nonfiction)
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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.
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A. Higher end literary nonfiction can be comprehended with experience, practice and question scaffolding.
B. Reading complexity increases, building on previous knowledge. Keeping on track prepares me for an increasingly complex world.
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A.1 How can I comprehend high end literary nonfiction?
B.1 Why must I achieve high end reading ability?
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