• Seventh Grade Common Learning Standards
    ELA
     
    Literature
     
    The following standards offer a focus for instruction each year and help ensure that students gain adequate
    exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read
    increasingly complex texts through the grades. Students advancing through the grades are expected to meet
    each year’s grade-specific standards and retain or further develop skills and understandings mastered in
    preceding grades.
     
    Key Ideas and Details
     
    1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
    drawn from the text.
    2. 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.
    3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
    Craft and Structure
    4. 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.
    5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
    6. Analyze how an author develops and contrasts the points of different characters or narrators in a text.
    a. Analyze stories, drama, or poems by authors who represent diverse world cultures.
    Integration of Knowledge and Ideas
    7. 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).
    8. (Not applicable to literature)
    9. 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.
    Range of Reading and Level of Text Complexity
    10. 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.
    Responding to Literature
    11. Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to
    other texts, ideas, cultural perspectives, eras, personal events, and situations.
    a. Self-select text based on personal preferences.
    b. Use established criteria to classify, select and evaluate texts to make informed judgments about the quality
    of the pieces.
     
    Information Text
    Key Ideas and Details
     
    1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
    drawn from the text.
    2. 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.
    3. 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).
    Craft and Structure
    4. 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.
    5. 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.
    6. 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.
    Integration of Knowledge and Ideas
    7. 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).
    8. 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.
    9. 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. Use their experience and their knowledge of language and logic, as well as culture, to think analytically,
    address problems creatively, and advocate persuasively.
    Range of Reading and Level of Text Complexity
    10. 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.
     
    Writing
     
    The following standards for 6-12 offer a focus for instruction each year to help endure that students gain
    adequate mastery of a range of skills and applications. Each year in their writing, students should
    demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the
    development and organization of ideas, and they should address increasingly demanding content and sources.
    Students advancing through the grades are expected to meet each year’s grade-specific standards and retain
    or further develop skills and understandings mastered in preceding grades.
     
    Text Types and Purposes
     
    1. Write arguments to support claims with clear reasons and relevant evidence.
    a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
    evidence logically.
    b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and
    demonstrating an understanding of the topic or text.
    c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claims(s),
    reasons, and evidence.
    d. Provide a concluding statement or section that follows from and supports the argument presented.
    2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
    the selection, organization, and analysis of relevant content.
    a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,
    using strategies such as definition, classification, comparison/contrast, and cause/effect; include
    formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
    comprehension.
    b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
    information and examples.
    c. Use appropriate transitions to create cohesion and clarify the relationship among ideas and
    concepts.
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
    e. Establish and maintain a formal style.
    f. Provide a concluding statement or section related to the information or explanation presented.
    3. Write narratives to develop real or imagined experiences or events using effective technique, relevant
    descriptive details, and well-structured event sequences.
    a. Engage and orient the reader by establishing a context and point of view and introducing a narrator
    and/or characters; organize an event sequence that unfolds naturally and logically.
    b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences, events,
    and/or characters.
    c. Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from
    one time frame or setting to another.
    d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the
    action and convey experiences and events.
    e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
    Production and Distribution of Writing
    4. Produce clear and coherent writing in which the development and organization, and style are appropriate to
    task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3
    above.)
    a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.
    5. With 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).
    6. 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.
    Research to Build and Present Knowledge
    7. Conduct short research projects to answer a question, drawing on several sources and generating additional
    related, focused questions for further research and investigation.
    8. Gather relevant information from multiple print and digital sources, using search terms effectively; access 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.
    9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    a. Apply grade 7 Reading standards to literature (e.g., “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”).
    b. Apply grade 7 Reading standards to literary nonfiction (e.g., “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”).
    Range of Writing
    10. 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.
    11. Create a presentation, art work, or text in response to a literary work with a commentary that identifies
    connections.
    a. Make deliberate, personal, cultural, textual, and thematic connections across genres.
    b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
     
    Speaking and Listening
     
    The following standards for 6-12 offer a focus for instruction each year to help ensure that students gain
    adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet
    each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
    Comprehension and Collaboration
    1. 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.
    a. Come to discussions prepared, having read or researched material under study; explicitly draw on that
    preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
    discussion.
    b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define
    individual roles as needed.
    c. Pose questions that elicit elaboration and respond to others; questions and comments with relevant
    observations and ideas that bring the discussion back on topic as needed.
    d. Acknowledge new information expressed by others and, when warranted, modify their own views.
    e. Seek to understand other perspectives and cultures and communicate effectively with audiences or
    individuals from varied backgrounds.
    2. 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.
    a. Use their experience and their knowledge of language and logic, as well as culture, to think analytically,
    address problems creatively, and advocate persuasively.
    3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the
    relevance and sufficiency of the evidence.
    Presentation of Knowledge and Ideas
    4. 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.
    5. Include multimedia components and visual displays in presentations to clarify claims and findings and
    emphasize salient points.
    6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
    appropriate.
     
    Language
     
    The following standards for grades 6-12 offer a focus for instruction each year to help ensure that
    students gain adequate mastery of a range of skills and applications. Students advancing through the
    grades are expected to meet each year’s grade-specific standards and retain or further develop skills and
    understandings mastered in preceding grades. Beginning in grade 3, shills 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 (*).
     
    Conventions of Standard English
     
    1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    a. Explain the function of phrases and clauses in general and their function in specific sentences.
    b. Choose among simple, compound, complex, and compound-complex sentences to signal differing
    relationships among ideas.
    c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
    modifiers.*
    2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
    writing.
    a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He
    wore an old[,]green shirt).
    b. Spell correctly.
    Knowledge of Language
    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
    wordiness and redundancy.*
    Vocabulary Acquisition and Use
    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.
    a. 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.
    b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a
    word (e.g., belligerent, bellicose, rebel).
    c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
    both print and digital, to find the pronunciation and determine or clarify the precise meaning of its
    part of speech.
    5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions in context.
    b. Use the relationship between particular words (e.g., synonyms/antonyms, analogy) to better
    understand each of the words.
    c. Distinguish among the connotations (associations) of words with similar denotations (definitions)
    (e.g., refined, respectful, polite, diplomatic, condescending).
    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.