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G.7 – Language Standards Map

This text resource illustrates the Standards Map for the Grade 7 Language strand in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.7 > L > A.1

    Conventions of Standard English

  4. Common Core English Language Arts: G.7 > L > A.1 > S.1

    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

    1. Explain the function of phrases and clauses in general and their function in specific sentences.
    2. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. 
    3. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

    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
    Modifiers [c]
    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])
    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]
    A. Relationship amongst ideas is best conveyed in correctly formed sentences.
    B. Simply stated, a clause can be seen as a verb and the words or phrases which cluster round it.
    C. A main or coordinate clause could stand on its own as a sentence, but a subordinate clause works only within a sentence.
    D. To correct dangling modifiers, name the logical doer of the action as the subject of the main clause.
    A.1 Why must I study types of phrases and clauses?
    B.1 Simply speaking, what is a clause? What are its functions?
    C.1 How do coordinate and subordinate clauses differ?
    D.1 How do I correct dangling or misplaced modifiers?
  5. Common Core English Language Arts: G.7 > L > A.1 > S.2

    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

    1. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
    2. Spell correctly.
    Content Skills Learning Targets Big Ideas Essential Questions
    Command of Conventions of Standard English
    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 conventions is demonstrated in correct capitalization, punctuation and spelling.
    B. Commas are not used to set off essential elements, such as relative clauses.
    A.1 How do I demonstrate command conventions of of English?
    B.1 Why might I avoid commas?
  6. Common Core English Language Arts: G.7 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

    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
    Language Conventions
    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, we move from extremes of blah or exploding the moment to more precise and concise.
    B. Printing or time constraints for readers are examples why less may be best.
    A.1 How do I write concisely?
    B.1 Why might less be best in some writing?
  8. Common Core English Language Arts: G.7 > L > A.2 > S.3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.

    1. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

    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
    Language Conventions
    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, we move from extremes of blah or exploding the moment to more precise and concise.
    B. Printing or time constraints for readers are examples why less may be best.
    A.1 How do I write concisely?
    B.1 Why might less be best in some writing?
  9. Common Core English Language Arts: G.7 > L > A.3

    Vocabulary Acquisition and Use

  10. Common Core English Language Arts: G.7 > L > A.3 > S.4

    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.

    1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
    3. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
    4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
    Content Skills Learning Targets Big Ideas Essential Questions
    Word Meaning Clues [b]
    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 understanding context, roots, affixes and author's purpose in choosing a word.
    B. Meaning of an unknown word or its opposite may lie within the text; you might also figure out part of speech and function.
    C. Many Latin or Greek affixes and roots of English words reveal origin and consistent hints to meanings.
    D. Reference books can tell meaning, pronunciation, part of speech and origin.
    E. By verifying preliminary determinations, readers assure continued reading with the correct meaning in mind.
    A.1 How do I understand words?
    B.1 How does context help determine unknown word meaning?
    C.1 Why do roots and affixes help tell word meanings?
    D.1 How do reference materials like glossaries and dictionaries help?
    E.1 Why might a preliminary determination of a word need checked? (Why should I check meaning in the dictionary if I can guess it?)
  11. Common Core English Language Arts: G.7 > L > A.3 > S.5

    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

    1. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
    2. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
    3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
    Content Skills Learning Targets Big Ideas Essential Questions
    Figures of Speech Context [a] e.g.
    Relationships [b] e.g.
    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]
    A. Relationships between words, connotations and denotations will influence the meaning.
    B. Knowing related words helps you get to the root of meaning.
    C. Context at times drives the connotation of a word.
    D. Connotation is driven by word association.
    A.1 How do I demonstrate understanding of similar meanings with varying words?
    B.1 How does knowing related words help in understanding meaning?
    C.1 Why might a word have a different meaning in a different context?
    D.1 How do I arrive at the connotation of the word?
  12. Common Core English Language Arts: G.7 > L > A.3 > S.6

    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
    3 - Acquire (Words and phrases)
    3 - Use (Words and phrases)
    1 - Gather (Vocabulary knowledge)
    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.
    A. Practice previous vocabulary knowledge to consider word meaning of new.
    B. Words most likely used within a specific context are domain-specific and are key for comprehension.
    A.1 How do I acquire domain-specific vocabulary?
    B.1 How do I know if a word is important to comprehension or expression?

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