Strand (W)

Writing

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-07.W.01 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 claim(s), reasons, and evidence.
  
• d. Establish and maintain a formal style.
  
• e. Provide a concluding statement or section that follows from and supports the argument presented.
  

“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 argumentative paper.
• define claims.
• define argument.
• create a strong claim.
• organize evidence to support a claim.
• include relevant evidence for and against an argument.
• use credible sources.
• use transitions to clarify relationships.
• use a formal style.
• make a concluding statement.

• Take the role of a lawyer. Decide if you are either for or against Goldie locks breaking into the three bears’ house
• Choose an occupation to apply for. Decide what your setbacks are and convince the employer through a letter to hire you anyway.
• Create a top ten list to persuade.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes.

There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes or recalls specific terminology, such as:
  • accurate, alternate, argument, claim, clarify, clause, cohesion, concluding statement, credible, evidence, formal style, introduce, logical, opposing, organize, phrase, reason, reasoning, relationship, relevant, source, support, text, topic.
• performs basic processes, such as:
  • identifying the characteristics of a model argument composition.
  • writing arguments using a teacher-provided template (which includes all of the 3.0 elements).
  • writing argumentative paper, but it lacks full development according to provided rubric.

• Quiz of terminology
• “I’m Right” game
• Graphic organizer to compile your argument
• Look at exemplar examples of writing. Define the argument and its supporting claims, concluding statement and if/what sources they used.

Introduction paragraph is organized logically and contains an attention getter, background information, acknowledgement of opposing claims, and claim/thesis.

Each body paragraph states a reason within a topic sentence and credible evidence/details that support it.

Transition words/phrases and sentence variety is used to connect ideas and create clear writing.

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.
  

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.

“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.

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.

Beginning paragraph introduces topic clearly and draws readers to the text; information is grouped in an organized manner and strong thesis is present.

Body paragraphs are supported with relevant facts, definitions, concrete details, quotations, examples, and other related information.

Transition words/phrases and sentence variety is used to connect ideas and create clear writing.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-07.W.03 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, pacing, and description, to develop experiences, events, and/or characters.
  
• c. Use a variety of transition 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.
  

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELA-07.W.03.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.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELA-07.W.03b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELA-07.W.03c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELA-07.W.03d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

ELA-07.W.03e Provide a conclusion that follows from and reflects on the narrated experiences or events.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-07.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3)

The student can:

• produce a clear and coherent writing for a variety of purposes.
• develop multiple drafts that show improvements in my writing when applicable.
• determine the effectiveness of my writing by using feedback.
• produce a variety of writings that are organized, well-developed, and use appropriate style.
• demonstrate understanding of the criteria through the evaluation/revision process. e.g., clarity of ideas, organization, word choice, fluency.

The student:

• Exhibits major errors or omissions in writing expectations as outlined in level 3.

“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:

• Write a paper to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• Introduce a topic: Establish purpose, voice, and context.
• Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
• Use appropriate transitions to clarify the relationships among ideas and concepts.
• Use precise language and domain-specific vocabulary to inform about or explain the topic.
• Establish and maintain a task-appropriate style.
• Provide a concluding statement or section that follows from the information or explanation presented.

The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

There are no major errors or omissions regarding the simpler details and processes as the student:

• Makes an attempt at introducing a topic; establish purpose, voice, and context.
• Includes some relevant facts, definitions, concrete details, quotations, or other information and examples.
• Uses transitions; however, they may not be consistent or effective.
• Uses vague language and vocabulary to inform about or explain the topic.
• Does not maintain a task-appropriate style.
• Attempts a concluding statement, but does not support the information or explanation presented.

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-07.W.05 With some 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 up to and including grade 7).

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-07.W.06 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.