This text resource illustrates the Standards Map for the Grade 7 Writing strand in the Common Core State Standards.
Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Understanding
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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])
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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), reasons, 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]
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A. An argument is a connected series of statements intended to establish a definite proposition by stating supporting evidence.
B. Credibility, accuracy and relevance of sources makes for strong argument.
B. Some evidence may be written by writers with hidden agendas.
C. Choosing words carefully makes ideas join cohesively and promotes clarity.
D. Formal writing must stand on its own, conveying the author's thesis clearly through words alone.
E. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
F. English writing requires writers to say what they will say, say it and state what was said in summation.
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A.1 What is an argument in writing? How does one know if an argument is sound?
B.1 Why must writers carefully check sources?
C.1 Why choose words carefully? How powerful can words be?
D.1 How do I know if writing is too informal?
E.1 Why might formal writing be difficult to write but very easy to read?
F.1 Why include a concluding statement?
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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 |
|---|---|---|---|---|
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Informative/Explanatory Texts
Relevant Content
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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])
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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]
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A. Readers expect to find quality solutions when reading explanatory texts.
B. Readers want to quickly reach the main points.
C. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions provide readers a final thought or spur further research.
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A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
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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 |
|---|---|---|---|---|
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Narrative Techniques [b]
Experiences and Events [d]
Conclusion [e]
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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])
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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]
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A. Characters are added as plots develop to fit them, with indirect speech, action, or internal monologue, showing then telling.
B. Using narrative techniques more vividly creates the experiences, events or characters for readers.
C. Transitions provide glue to story line, show relationships and signal time shifts.
D. Precise words depict details, sensory images of and actions.
E. Conclusions are brief reflections of the story events.
F. Writers approach subjects from our own points of view, considering audience, purpose and form, and adapting context to fit.
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A.1 How do writers establish a point of view introduce characters and narrators?
B.1 Why might dialogue, pacing, description and reflection enhance narratives?
C.1 Why are transition phrases key in writing?
D.1 How can word choice drive a story?
E.1 How will the conclusion wrap up a story?
F.1 How do writers establish a context and point of view?
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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 |
|---|---|---|---|---|
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Writing
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4 - Produce (Writing)
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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.
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A. Coherence is the product of paragraph unity and sentence cohesion with clear,logical, organized relationships among ideas and 'seamless' flow.
B. Carefully developed and organized writing with appropriate style will satisfy the task, purpose and audience considered.
C. Writers adjust messages—how and what information we include—depending on audience.
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A.1 What is coherent writing?
nd how do I achieve coherence in writing?
B.1 How do writers check for appropriate development, organization and style?
C.1 Why adjust writing for task, purpose and audience?
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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 |
|---|---|---|---|---|
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2 - Develop (writing)
2 - Strengthen (writing)
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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.
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A. Good writing requires more than one draft for full development and crafting.
B. Disciplined writers set goals and write daily, always building on and revising what they produce.
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A.1 Why are the steps in writing important?
B.1 How do I eliminate writer's block?
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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
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2 - Use (technology)
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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.
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A. Computer savvy writers have access to improve their writing through collaboration.
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A.1. Why must I cite sources?
A.2. How do I know which links are helpful?
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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
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2 - Conduct (short research projects)
2 - Draw on (several sources)
3 - Generate (additional questions)
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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.
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A. Make decisions based on the material (readings, lecture notes) available to you and stay flexible in your writing.
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A.1. How focused does a question need to be?
A.2. What determines the accurate amount of research to answer a question?
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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 |
|---|---|---|---|---|
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1 - Gather (Relevant information)
3 - Use (Search terms)
1 - Assess (Credibility, accuracy of each source)
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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.
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A. Research requires citation of sources in an ethical manner.
B. good research paper requires reliable resources.
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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?
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literary/Informational Texts
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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])
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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]
2 - I can contrast 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]
3 - I can apply grade 6 reading standards to literary nonfiction. [b]
5 - I can trace argument and specific claims in a text. e.g. [b]
5 - I can evaluate arguments and specific claims in a text. e.g. [b]
5 - I can assess is an author's reasoning is sound and evidence is relevant and sufficient to support claims. [b]
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A. Factual recounts are objective reconstructions of experience.
B. Literature (fiction) may present information and themes that readers receive and analyze more readily than in informational texts.
C. Reading level is determined by range nearest grade level.
D. Themes and topics can be compared by forms and genres and the differences in approaches presented in stories, poems, fantasy novels, etc.
E. Nonfiction works can be analyzed for phrase meanings, procedures, paraphrases, development of central ideas, relationships among concepts and details.
F. Evaluate claims and supporting evidence or lack of solid evidence.
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A.1 How do I recognize nonfiction literature?
B.1 How might we learn from literature?
C.1 How do I gauge reading level?
D.1 How might I compare themes and topics of literature?
E.1 How can reading strategies be applied to literary nonfiction?
F.1 How do I l assess arguments?
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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 |
|---|---|---|---|---|
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Extended Time Frames
Shorter Time Frames
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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)
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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.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
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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.
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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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