7th Grade English


(W) Writing

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ELA-07.W

BPSS-ELA logoStrand (W)

Writing

Narrative for (W) Writing

Students in grade 7 are increasingly challenged to sharpen their ability to write and speak with more clarity and coherence, providing clear reasons and relevant evidence to support their conclusions. While the writing standards specify that students will focus on narrative, explanatory, and argumentative writing, 7th grade students will also discover how to answer questions through writing and research.

In all of these writing opportunities, students aim toward organizing and developing their ideas with specific evidence and writing in such a way that transitions, word choice, and sentence structure all contribute to readability and meaning. Throughout the writing process, students will also learn how to prewrite, revise and edit to make their writing stronger.

These writing standards are strongly linked to a student’s understanding of literature and informational text as well as to their language standards.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-07.W.01

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.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define argumentative.
  • I can define claim.
  • I can recognize multiple sides of an issue.
  • I can choose a position in an argument.
  • I can identify the two sides of an argument.
  • I can identify the reliability of a source.
  • I can define plagiarism.
  • I can identify effective transition statements.

Reasoning Targets

  • I can introduce claims
  • I can determine alternate or opposing claims.
  • I can organize reasons and evidence in a logical manner.
  • I can use valid reasoning and relevant and sufficient evidence to support a claim.
  • I can organize an argument through the use of a precise introduction, well developed body paragraphs (complete with claims, counterclaims, and evidence), and a concluding paragraph that reinforces the argument, extends beyond summary, and gives finality.
  • I can use logic to defend an opinion.
  • I can evaluate my sources to determine if they are recent, relevant and reliable.
  • I can analyze the relevancy of information. I can justify the main idea being expressed.

Skills (Performance) Targets

  • I can demonstrate claims with clear reasons and credible facts.
  • I can use the correct language (words or phrases) that creates and clarifies a relationship for all claims, reasons, or evidence.
  • I can use a formal style.
  • I can formulate an argument.
  • I can demonstrate my ability to quote, summarize and paraphrase accurately to avoid plagiarism.
  • I can use supporting details to support my thesis.
  • I can provide at least three supporting details for a topic sentence.
  • I can strengthen my argument by using relevant sources.
  • I can revise my composition for correct grammar.
  • I can use effective transitions in my writing.
  • I can use precise and specific language and techniques.

Product Targets

  • I can produce a strong written claim that supports the presented argument.
  • I can develop and write an argument to support a claim using valid reasoning and relevant evidence.
  • I can create a research based product from accurate and credible sources.
  • I can produce a works cited page to aid in avoiding plagiarism.

Proficiency Scale for Grade 7 ELA:

Score   Description: W.7.1 - Write arguments to support claims with clear reasons and relevant evidence. Sample Activity
4.0 In addition to Score 3.0, the student effectively and independently demonstrates organized evidence of a counterargument in their paper. The counterargument is supported with apt references.  
  3.5 In addition to Score 3.0 performance, the student demonstrates independence as they organize counterarguments in their paper. These counterarguments rely on credible resources.
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 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.

See rubric below for more detail explanation of expectations.

 

  • 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.
  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

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.
  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: Argumentative Writing Rubric

  Exceeds Proficient Partially Proficient Novice
W.01.a Advanced skills noted:

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

Introduction paragraph lacks logical organization, is missing an attention getter or background information, or contains a weak claim/thesis. Introduction paragraph lacks full development.
W.01.b Advanced skills noted:

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

Body paragraphs may lack a clear topic sentence, sufficient support, or credible evidence/details. Body paragraphs lack full development.
W.01.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.01.d Advanced skills noted: Writing consistently maintains formal style through use of third person pronouns, and by stating main points objectively (limited emotions), and avoiding contractions. Attempts to use third person pronouns, state main points objectively (limited emotions), avoid contractions, but this attempt at formal style may lack consistency. Informal style noted throughout paper.
W.01.e Advanced skills noted: Conclusion paragraph has a transition word or phrase, 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. Conclusion lacks full development.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

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ELA-07.W.02

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. 
Conclusion lacks full development.

Resources

Websites

Vocabulary

 

 


ELA-07.W.03

 

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.

 

Student Learning Targets

Knowledge Targets

Reasoning Targets

Skills (Performance) Targets

Product Targets

Proficiency Scale

 

Resources

Websites

Resources


ELA-07.W.03.a

 

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.

 


Resources

 


ELA-07.W.03b

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.

 


Resources

Websites

Vocabulary


ELA-07.W.03c

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.

 


Resources

Websites

Vocabulary


ELA-07.W.03d

 

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.

Resources

Websites

Vocabulary


ELA-07.W.03e

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.

Resources

Websites

Vocabulary


ELA-07.W.04

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)

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can understand different strategies for a variety of writings.
  • I can recognize appropriate details that are relevant to different writings.

Reasoning Targets

  • I can interpret appropriateness for task, purpose, and audience.
  • I can determine the effectiveness of my writing by using feedback.

Skills (Performance) Targets

  • I can model development of ideas, organization of details, and appropriate style for a variety of writings.
  • I can demonstrate my understanding of the criteria through the evaluation/revision process. e.g., clarity of ideas, organization, word choice, fluency.

Product Targets

  • I can produce a clear and coherent writing for a variety of purposes.
  • I can develop multiple drafts that show improvements in my writing.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can introduce a topic.

Skills (Performance) Targets

  • I can write a paper appropriate to task, purpose and audience.
  • I can use multiple strategies to organize information.
  • I can use transitions.
  • I can use descriptive language.
  • I can use a formal style.
  • I can create a concluding statement.

Proficiency Scale for Grade 7 ELA

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

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.
-
  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

The student:

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

Proficiency Scale for Grade 7 Reading Pro:

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content 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.

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.
 
  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

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.
-
  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).

Resources

Websites

Vocabulary



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