7th Grade ELA Targeted Standards (W) Writing Strand Cluster: Text Types and Purposes
ELA-07.W.02 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 relationships 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 that follows from and supports the information or explanation presented.
Student Learning Targets for Grade 7 ELA:
Knowledge Targets
I can define thesis.
I can define explanatory.
Reasoning Targets
I can organize research into a workable document.
I can introduce a topic clearly.
I can select supporting details.
I can interpret and paraphrase my research for supporting details pertaining to my main idea.
Skills (Performance) Targets
I can draw on several sources for research.
I can use multiple strategies to organize information.
I can use effective transitions in my writing.
I can establish and maintain a formal style.
I can use descriptive vocabulary in my writing.
I can support the topic with facts, detail, quotes, and examples.
I can provide a concluding statement or section that supports the information presented.
Product Targets
I can write an explanatory/informative paper.
Proficiency Scale for Grade 7 ELA:
Score
W.7.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Sample Activity
4.0
In addition to Score 3.0, the student determines an appropriate text structure to use. The writer's style is fluent and flexible and free of of mechanical and grammatical errors. The informative writing demonstrates stylistic maturity with purposeful organization.
3.5
In addition to Score 3.0 performance, the student demonstrates more complex text structure, stylistic flair, and precision with partial success.
3.0
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
I can
write an explanatory/informative paper.
introduce a topic previewing the content.
use multiple strategies to organize information.
support the topic with facts, details, quotes and examples.
use transitions.
use descriptive vocabulary.
use a formal style.
compose a concluding statement.
See rubric below for more detail explanation of expectation.
Research a holiday resort. Create your own resort and brochure to advertise it.
Create an instructional guide on how to do an activity safely (rock-climbing).
Write a formal letter of complaint to a hotel manager about your stay.
2.5
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0
There are no major errors or omissions regarding the simpler details and processes as the student
performs basic processes, such as:
identifying the characteristics of a model informative/explanatory piece.
generating a list of details from relevant information related to the topic.
writing informative/explanatory pieces using a teacher-provided template (which includes all of the 3.0 elements)
writing and informative/explanatory essay, but this essay lacks full development as outlined in provided rubric.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Read exemplar models and identify the factual information along with the introduction and concluding points.
Quiz to recall the terminology.
1.5
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
0.5
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
Grade 7: Informative Writing Rubric
Exceeds
Proficient
Partially Proficient
Novice
W.02.a
Advanced skills noted:
Beginning paragraph introduces topic clearly and draws readers to the text; information is grouped in an organized manner and strong thesis is present.
Introduction to topic is minimal, information may be organized in a manner that can cause difficulty in reading or understanding, or may have an unclear thesis.
Introduction lacks full development.
W.02.b
Advanced skills noted:
Body paragraphs are supported with relevant facts, definitions, concrete details, quotations, examples, and other related information.
Body paragraphs are developed with a few facts, definitions, concrete details, quotations, examples or other information, but may not necessarily be related to or supportive of the topic.
Body paragraphs lack full development.
W.02.c
Advanced skills noted:
Transition words/phrases and sentence variety is used to connect ideas and create clear writing.
Transitions are unclear and lack sentences lack variety.
Transitions are missing and sentences are simple.
W.02.d
Advanced skills noted:
Language/word choice is precise and vocabulary used informs or explains the topic clearly.
Language may be to generic or general to create a clear picture of explanation; uses little content vocabulary to inform or explain the topic.
Uses very simple or basic content vocabulary to inform or explain the topic.
W.02.e
Advanced skills noted:
Conclusion has a transition word, restates thesis and main points, and ends with a strong closing statement.
Conclusion paragraph may lack a transition word, restated thesis, main points, or closing statement.
