7th Grade ELA Targeted Standards (L) Language Strand Cluster: Conventions of Standard English
ELA-07.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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.
Student Learning Targets for Grade 7 ELA:
Knowledge Targets
I can understand sentence structure and choose writing strategies to create sentences.
I can define appropriate conventions of sentence structure; i.e. simple, compound sentences, fragments, and run-ons.
I can identify various types of sentences. i.e. simple, compound, complex, compound-complex.
Reasoning Targets
I can distinguish between different types of sentences. i.e., simple, compound, complex, compound-complex.
Skills (Performance) Targets
I can choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas (7.1b)
I can place phrases and clauses within a sentence (7.1c)
I can vary sentence structure.
I can use correct conventions of grammar to create effective sentences.
I can assemble examples of the different types of sentences. i.e., simple, compound, complex, compound-complex.
I can use punctuation marks correctly according to the sentence structure need.
Product Targets
I can produce a piece of writing that demonstrates a variety of examples of each sentence type. i.e., simple, compound, complex, compound-complex.
Proficiency Scale
Score
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Sample Activity
4.0
In addition to Score 3.0, the student demonstrates consistent and mature usage and application of phrases and clauses by utilizing all four sentences in a cohesive writing.
3.5
In addition to Score 3.0 performance, the student demonstrates.mature usage and application of phrases and clauses by utilizing all four sentences in a cohesive writing.
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.
The student can
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (7.1b)
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (7.1c)
Group activity – compose a paragraph containing one of each sentence type; exchange with partners to identify the types of sentences
Super sentences – creating and building sentences
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:
recognizes or recalls specific terminology, such as:
using grade-appropriate grammar and usage in isolation
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Practice definitions/meanings of vocabulary
Given 10 sentences, students can identify types of sentences.
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).