7th Grade English


Prioritized Standards

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ELA-07.L

BPSS-ELA logoStrand (L)

Language

Narrative for (L) Language

As they move through formal schooling, students must continually learn how to gain control over the many conventions of Standard English grammar, usage, and mechanics. They must also learn to apply these language skills to their speaking and writing opportunities in order to help them convey meaning effectively and powerfully. Language standards include the rules of standard written and spoken English as well as the use of language as a craft with many choices. 

While some of the sub-standards under the language strand are grade-level specific, it is important to realize that certain expectations of language carry over from one grade to the next, 3-12. In order to see a clear picture of the progression of language standards, open the attached image above; there you will see that students never stop learning about the enduring standards of our language. English grammar, conventions, knowledge of language and vocabulary extend across reading, writing, speaking and listening and, in fact, are inseparable from these contexts.

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.L.01

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:
    • clause, complex sentence, compound sentence, compound-complex sentence, grammar, phrase, relationship, sentence, simple sentence, usage
  • performs basic processes, 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).

Resources

Websites

Vocabulary

 


ELA-07.L.01.b

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA-07.L.01b  Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Student Learning Targets:

Knowledge Targets

  • I can identify conventions of grammar related to sentence structure with few if any errors.
  • I can understand sentence structure and choose writing strategies to create sentences.
  • I can identify appropriate conventions of sentence structure; i.e. simple, compound sentences, fragments, run-ons, and declarative, interrogative, imperative, exclamatory.
  • I can identify various types of sentences. i.e. simple, compound, complex.
  • I can identify sentence structures.
  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can analyze and classify conventions of grammar.
  • I can distinguish between different types of sentences. i.e., simple, compound, complex.

Skills (Performance) Targets

  • I can show understanding of clauses and phrases.
  • I can vary sentence structure.
  • I can use correct conventions of grammar to create effective sentences.
  • I can use simple and compound sentences.
  • I can assemble examples of the different types of sentences. i.e., simple, compound, complex.
  • I can write using the three types of sentences ie. simple, compound, complex.
  • I can use correct capitalization in my writing.
  • I can punctuate correctly.

Product Targets

  • I can produce a piece of writing that uses correct conventions of grammar and usage.
  • I can write the four sentence types and punctuate correctly; i.e. declarative, interrogative, imperative, exclamatory.
  • I can write a variety of examples of each sentence type. i.e., simple, compound, complex.
  • I can construct simple, compound and complex sentences.

Resources

Websites

Vocabulary


ELA-07.L.01.c

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA-07.L.01c  Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Student Learning Targets:

Knowledge Targets

  • I can identify conventions of grammar related to sentence structure with few if any errors.
  • I can understand sentence sructure and choose writing strategies to create sentences.
  • I can identify appropriate conventions of sentence structure; i.e. simple, compound sentences, fragments, run-ons, and declarative, interrogative, imperative, exclamatory.
  • I can identify various types of sentences. i.e. simple, compound, complex.
  • I can identify sentence structures.
  • I can punctuate and capitalize correctly.

Reasoning Targets

  • I can analyze and classify conventions of grammar.
  • I can distinguish between different types of sentences. i.e., simple, compound, complex.

Skills (Performance) Targets

  • I can show understanding of clauses and phrases.
  • I can vary sentence structure.
  • I can use correct conventions of grammar to create effective sentences.
  • I can use simple and compound sentences.
  • I can assemble examples of the different types of sentences. i.e., simple, compound, complex.
  • I can write using the three types of sentences ie. simple, compound, complex.
  • I can use correct capitalization in my writing.
  • I can punctuate correctly.

Product Targets

  • I can produce a piece of writing that uses correct conventions of grammar at the level of word, sentence, and paragraph.
  • I can write the four sentence types and punctuate correctly; i.e. declarative, interrogative, imperative, exclamatory.
  • I can write a variety of examples of each sentence type. i.e., simple, compound, complex.
  • I can construct simple, compound and complex sentences.

Resources

Websites

Vocabulary


ELA-07.L.02

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-07.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I know the function of each punctuation mark.
  • I can recall when to use capitalization.
  • I can identify misspelled words.

Reasoning Targets

  • I can evaluate for correct use of punctuation.

Skills (Performance) Targets

  • I can demonstrate understanding of punctuation rules.
  • I can demonstrate the correct use of capitalization.
  • I can use resources to assist in spelling correctly.

Product Targets

  • I can create a paragraph using appropriate conventions throughout.
  • I can model grade-appropriate mechanics and usage: i.e., Capitalization: I, proper nouns, and in sentences; Punctuation: end marks, quotation marks in dialogue, commas in  all 4 types of sentences and between items in series. 

Proficiency Scale

Score    7.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Sample Activity
4.0 In addition to Score 3.0, the student consistently demonstrates a mature application of spelling, capitalization, and punctuation. -
  3.5 In addition to Score 3.0 performance, the student demonstrates mature application of spelling, capitalization, and punctuation.
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

  • determine when to capitalize words (e.g., proper nouns, “I," first word in a sentence).
  • identify misspelled words and use resources to assist me in spelling correctly.
  • demonstrate understanding of punctuation rules.

 

  • Use correct capitalization, punctuation, and spelling to write.
  • Implement resources to assist me in spelling correctly (dictionary, spell check, people).
  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 errors in capitalization, punctuation, and spelling
  • performs basic processes, such as:
    • using capital letters as needed
    • using punctuation correctly
    • using correct spelling

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

  • Identify errors in capitalization, punctuation, and spelling
  • Daily Oral Language
  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:


ELA-07.L.04

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquistion and Use

ELA-07.L.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

  • a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
  • c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Student Learning Targets:

Knowledge Targets

  • I can recognize vocabulary skills and strategies, and I can choose the appropriate strategies and skills.

Reasoning Targets

  • I can infer word meanings through my analysis of vocabulary building skills. e.g. synonyms/antonyms, analogies, prefixes/suffixes.

Skills (Performance) Targets

  • I can investigate word meanings through the use of word reference aids.

Product Targets

  • I can model my understanding of vocabulary words using various strategies.
Rubric - Resources

Proficiency Scale

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:

  • Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
  • Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
-
  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).

  • recognizes or recalls specific terminology, such as:
    • Context clues, affixes, roots, dictionary, glossary, thesaurus
 However, the student exhibits major errors or omissions regarding the more complex ideas and processes. 
-
  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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-07.L.06

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquistion and Use

ELA-07.L.06 Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can recognize unfamiliar vocabulary when reading.
  • I can recognize correct use of vocabulary in context.

Skills (Performance) Targets

  • I can investigate the use of vocabulary to enhance the reading experience.
  • I can use vocabulary to comprehend reading.

 

Proficiency Scale for Grade 7 Communications:

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 will:
  •  acquire and use accurately grade-appropriate general academic and domain-specific words and phrases
  •  gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
-
  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:
    •  media, claim, transitions, filler words, collaboration, poise, salient, 
  •  performs basic processes, such as:
    • orecognizing correct use of the vocabulary when put into context propaganda, slogan, logo
-
  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, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

-
  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

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-07.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for (RI) Reading Information

In grade 7, the North Dakota State Standards call for students to proficiently read grade-appropriate complex informational texts while further developing the ability to cite textual evidence to support their conclusions regarding key ideas and claims. While learning about an author’s point of view, students also examine how authors use reasons to make their points and support arguments with evidence, separating unsupported assertions from those backed by evidence. Students also look at how structure and content contribute to the development of ideas. 

Reading informative texts has not lessened the focus on reading literature in the English classroom; instead, this reading strand is to be viewed as a shared responsibility with other content areas such as science and social studies. Focusing on how authors make their points and support their arguments with evidence and reasoning helps 7th grade students sharpen their ability to write and speak with more clarity and coherence in all content arenas.

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.RI.01

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-07.RI.01 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Targets for 7th Grade English:

Knowledge Targets

  • I can find answers explicitly stated in text.
  • I can define academic vocabulary.
  • I can make an inference but cannot support with specific text.

Reasoning Targets

  • I can determine inferences from text and justify using the author’s words.

Skills (Performance) Targets

  • I can cite evidence from text to support what the author is explicitly stating.

Proficiency Scale for 7th Grade English:

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:
  • cite evidence from text to support what the author is explicitly stating.

  • determine inferences from text and justify using the author’s words.
-
  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 can:

  • find answers explicitly stated in text.

  • define academic vocabulary.

  • make an inference but cannot support with specific text
-
  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).

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-07.RI.02

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-07.RI.02 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define objective summary.

  • I can define central idea.

  • I can define analyze.

  • I can define unbiased.

Reasoning Targets

  • I can determine central ideas.

  • I can explain the development of two or more central ideas.

  • I can determine the necessary parts of an objective summary.

Skills (Performance) Targets

  • I can use central ideas from text in an objective summary.

  • I can identify the supporting details that develop the central idea.

Product Targets

  • I can provide an objective summary.

  • I can write or present an objective summary.

Proficiency Scale for Grade 7 ELA:

Score   RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Sample Activity
4.0 A score of 3.5 or 4 is given when there is evidence of in-depth inferences of central ideas within an objective summary using above grade level text.  
  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

  • determine two or more central ideas.
  • explain how two or more central ideas develop throughout the text.
  • write or present an objective summary.
 
  • Students will read the two editorials in the “Are People Paid Fairly” section beginning on pages 960-964. Students will write two unbiased summaries that identify (within the topic sentences) the central idea of each editorial. The development of the central ideas will be explained in the summaries.
  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:

  • determines the central idea in each editorial.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes such as

  • explaining how the ideas are developed in the text.
  • summarizing the information in an unbiased way.
 
  • Students will read the two editorials in the “Are People Paid Fairly” section beginning on pages 960-964. Students can identify the central idea, but they cannot explain the development of the central ideas in the summaries written.
  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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