Grade 7 ELA GSE Standards

Composition: listening, speaking, reading, writing, and thinking using multiple texts

Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

Response skills: listening, speaking, reading, writing, and thinking using multiple texts

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking

Oral language. The student develops oral language through listening, speaking, and discussion

listen actively to interpret a message and ask clarifying questions that build on others' ideas

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems

present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively

engage in meaningful discourse and provide and accept constructive feedback from others

Composition: listening, speaking, reading, writing, and thinking using multiple texts

plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests

develop drafts into a focused, structured, and coherent piece of writing by: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion, and developing an engaging idea reflecting depth of thought with specific facts, details, and examples

revise drafts for clarity, development, organization, style, word choice, and sentence variety

edit drafts using standard English conventions, including:

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments

consistent, appropriate use of verb tenses

conjunctive adverbs

prepositions and prepositional phrases and their influence on subject-verb agreement

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too

pronoun-antecedent agreement

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor

correct capitalization

punctuation, including commas to set off words, phrases, and clauses, and semicolons

publish written work for appropriate audiences

Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful

compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft

compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft

compose multi-paragraph argumentative texts using genre characteristics and craft

compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes

generate student-selected and teacher-guided questions for formal and informal inquiry

develop and revise a plan

refine the major research question, if necessary, guided by the answers to a secondary set of questions

identify and gather relevant information from a variety of sources

differentiate between primary and secondary sources

synthesize information from a variety of sources

differentiate between paraphrasing and plagiarism when using source materials

examine sources for: reliability, credibility, and bias, and faulty reasoning such as hyperbole, emotional appeals, and stereotype

display academic citations and use source materials ethically

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results

Vocabulary. The student uses newly acquired vocabulary expressively

use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech

use context such as contrast or cause and effect to clarify the meaning of words

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent

Fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose

Self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts

establish purpose for reading assigned and self-selected texts

generate questions about text before, during, and after reading to deepen understanding and gain information

make and correct or confirm predictions using text features, characteristics of genre, and structures

create mental images to deepen understanding

make connections to personal experiences, ideas in other texts, and society

make inferences and use evidence to support understanding

evaluate details read to determine key ideas

synthesize information to create new understanding

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed

describe personal connections to a variety of sources, including self-selected texts

write responses that demonstrate understanding of texts, including comparing sources within and across genres

use text evidence to support an appropriate response

paraphrase and summarize texts in ways that maintain meaning and logical order

interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating

respond using newly acquired vocabulary as appropriate

discuss and write about the explicit or implicit meanings of text

respond orally or in writing with appropriate register, vocabulary, tone, and voice

reflect on and adjust responses as new evidence is presented

Literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts

infer multiple themes within and across texts using text evidence

analyze how characters' qualities influence events and resolution of the conflict

analyze plot elements, including the use of foreshadowing and suspense, to advance the plot

analyze how the setting influences character and plot development

Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction

analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms

analyze how playwrights develop characters through dialogue and staging

analyze characteristics and structural elements of informational text, including: the controlling idea or thesis with supporting evidence, features such as references or acknowledgements, and organizational patterns that support multiple topics, categories, and subcategories

analyze characteristics and structures of argumentative text by: identifying the claim, explaining how the author uses various types of evidence and consideration of alternatives to support the argument, and identifying the intended audience or reader

analyze characteristics of multimodal and digital texts

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances

explain the author's purpose and message within a text

analyze how the use of text structure contributes to the author's purpose

analyze the author's use of print and graphic features to achieve specific purposes

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes

identify the use of literary devices, including subjective and objective point of view

analyze how the author's use of language contributes to mood, voice, and tone

explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations