7th Grade English


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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.03

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Knowledge of Language

ELA-07.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.L.03.a

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Knowledge of Language

Use knowledge of language and its conventions when writing, speaking, reading, or listening

ELA-07.L.03.a Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


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.05

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

ELA-07.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
  • b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
  • c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Student Learning Targets:

Knowledge Targets

  • I can identify/recognize allusions, imagery, connotations, and other types of figurative language.
  • I can recognize an author's intent in a text.
  • I can recognize vocabulary skills and strategies, and I can choose the appropriate strategies and skills.

Reasoning Targets

  • I can analyze figurative language in various texts.
  • I can distinguish between various forms of figurative language in literary texts.
  • I can interpret figurative language, imagery, and symbolism.
  • I can determine the meaning of words and phrases, including figurative and connotative meanings.
  • I can analyze the impact of specific word choices on meaning and tone.
  • I can infer word meanings through my analysis of vocabulary building skills. e.g. synonyms/antonyms, analogies, prefixes/suffixes.

Skills (Performance) Targets

  • I can collect several examples of figurative language in literature.
  • I can understand and make interpretations of the text.
  • 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.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


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


ELA-07.RI.03

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

ELA-07.RI.03 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RI.04

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RI.05

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.05 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RI.06

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-07.RI.06 Determine an author’s point of view and purpose in a text and analyze how the author distinguishes his or her position from that of others.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define point of view.
  • I can define purpose.

Reasoning Targets.

  • I can determine an author's point of view.
  • I can determine the author's purpose.
  • I can compare/contrast authors' points of view.

Product Targets

  • I can produce a written or oral statement regarding author's point of view and author's purpose.

Proficiency Scale for Grade 7 ELA:

Score   7.RI.06 Determine an author’s point of view and purpose in a text and analyze how the author distinguishes his or her position from that of others. Sample Activity
4.0 A score of 3.5 or 4 is given when there is evidence of in-depth inferences and applications when determining author's point of view.  Students may provide an additional point of view based on experiences or outside sources.  
  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.

I can

  • define point of view.
  • determine the author’s point of view in a text.
  • explain how the author’s point of view is different from others.
  • Use short articles (ex. Pro athlete articles from textbook) and analyze the authors’ points of view.
  • Cite specific examples from the text to support the author’s point of view.
  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:
    • analyze, author, character, contrast, develop, distinguish, narrator, point of view, purpose.
  • performs basic processes, such as:
    • determining an author’s point of view or purpose in a grade-appropriate text.

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

 
  • Identify definitions of terminology (games!).
  • Identify author’s purpose for Homeless.
  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.RI.07

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RI.07 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RI.08

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RI.08 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Student Learning Targets:

Knowledge Targets

  • I can list facts and details from informational texts.

Reasoning Targets

  • I can evaluate speaker's objectivity.

Skills (Performance) Targets

Product Targets

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary


ELA-07.RI.09

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RI.09 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RI.10

7th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-07.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student Learning Targets:

Knowledge Targets

  • I can define prediction.
  • I can define visualizing. 
  • I can define inferences.
  • I can define clarify.

Reasoning Targets

  • I can analyze text through questioning.
  • I can interpret information from text.
  • I can compare/contrast characters, events, and information within a text.

Skills (Performance) Targets

  • I can comprehend nonfiction writing at my grade level.
  • I can make inferences from text.
  • I can use details from the text to support inferences.
  • I can make connections to the text.
  • I can make predictions. 
  • I can show comprehension through strategies listed - predictions, visualizing, inferring, clarifying, text questioning, comparing and contrasting, and making connections.
  • I ask pertinent questions of my teacher and/or my group.
  • I can determine evidence to support how I think. 

Product Targets

  • I can create a visual representation of a text.

 

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. -
  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). -
  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.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

In grade 7, the North Dakota State Standards call for students to proficiently read grade-appropriate complex literary texts while further developing the ability to cite textual evidence to support their conclusions regarding theme, plot, and character development.  In this process, students are learning how to summarize texts by evaluating key details in which the central idea or theme is located.

In their reading practices, students complement their ability to closely examine what the text directly says by learning to identify deeper meanings within the text by drawing inferences. Along with focusing on key ideas and details, seventh grade students also look at how both the structure and content of complex texts contribute to meaning, determining how word choice as well as sentence and paragraph structure influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas.

These reading standards are tightly woven with other standards found within the strands of writing, language, and speaking and listening.

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.RL.01

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

ELA-07.RL.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 Grade 7 Reading Pro:

Knowledge Targets

  • I can define academic vocabulary.

Reasoning Targets

  • I can analyze text explicitly by determining the meaning and purpose of the text.
  • I can justify an inference with specific lines, dialogue, or events from text.

Student Learning Targets for Grade 7 English:

Knowledge Targets

  • I can identify the essential elements (character, setting, point of view, plot) of the story.
  • I can identify  theme of a text.
  • I can define academic vocabulary.

Reasoning Targets

  • I can analyze how the story elements (character, setting, point of view, plot) of the narrative interact.
  • I can justify an inference with specific dialogue, or events from text.
  • I can determine the motivations of characters.
  • I can determine and analyze theme/central idea of a text.

Skills Targets

  • I can write or present an unbiased summary supported with significant detail.

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:

  • justify an inference with specific lines, dialogue, or events from text.

  • analyze text explicitly by determining the meaning and purpose of the text.

-
  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:

  • makes an inference but cannot thoroughly support with specific text.

  • attempts to analyze what the text says explicitly by determining the meaning and purpose of the text.

  • defines academic vocabulary.

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

Vocabulary

Proficiency Scale for Grade 7 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, by citing textual evidence:

  • analyze how the story elements (character, setting, point of view, plot) of the narrative interact.

  • justify an inference with specific dialogue, or events from text.

  • determine the motivations of characters.

  • determine and analyze theme/central idea of a text.

  • write or present an unbiased summary supported with significant detail.
-
  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, by citing textual evidence:

  • identify the essential elements (character, setting, point of view, plot) of the story.

  • make an inference but cannot support this with specific text.

  • match characters and specific lines of dialogue.

  • identify  theme of a text.

  • write an unbiased summary that contains omissions or errors or insignificant information.

  • define academic vocabulary.
-
  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.RL.02

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

ELA-07.RL.02 Determine a theme or central idea of a text and analyze its 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 theme.
  • I can define objective summary.

Reasoning Targets

  • I can analyze theme development through events found in text.

Skills (Performance) Targets

  • I can determine theme.
  • I can identify key ideas and details that support theme development.

Product Targets

  • I can provide an objective summary of the text.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can define "theme" and "summary."

Reasoning Targets

  • I can analyze theme in a text.

Skills (Performance) Targets

  • I can explore and analyze the theme's development over the course.
  • I can write an objective summary of the text.

Product Targets

  • I can devise an argument to support my claim of a theme in a text.

Proficiency Scale for Grade 7 ELA:

Score   Description: 7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 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.

I can

  • define theme.
  • determine theme.
  • analyze theme development.
  • write or present an objective summary.

 

  • From the literature book, select various short stories to practice writing objective summaries. Have students critique one another’s summaries for accuracy and relevancy.
  • Watch movie trailers or short clips to analyze what theme or central meaning is found in each.
  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:
    • analyze, central idea, development, objective, summarize, summary, text, theme.
  • performs basic processes, such as:
    • determining a theme or central idea of a grade-appropriate text.
    • summarizing a grade-appropriate text using a teacher-provided graphic organizer.

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

 
  • Use a graphic organizer to analyze objective summaries to select grade-appropriate vocabulary.
  • Use a graphic organizer to pull out the theme or central idea of a text.
  • Given choices, the student will identify the central idea or theme of a story.
  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: 7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 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.  Use a higher level text to analyze and draw conclusions using specific details.
  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 explore and analyze a theme’s development over the course of the text.

  • can write an objective summary of the text.

  • can devise an argument to support my claim of a theme in a text .

The student exhibits no major errors or omissions.

  • Write an essay analyzing a specific theme with support from the story.

  • Write an objective summary of a story.
  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:

    • theme and summary

  • performs basic processes, such as:

    • somewhat describe a theme’s development over the course of the text.

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

  •  Identify a theme in a story.
  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.RL.03

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

ELA-07.RL.03 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can identify the setting, characters, resolution/solution and events of a fiction text using specific details.

Reasoning Targets

  • I can analyze the setting, characters, resolution/solution and events of a fiction text using specific details.

Skills (Performance) Targets

  • I can appraise and explore the characters, setting, and events of a fiction text using specific details.

Product Targets

  • I can construct a story map using the setting, characters, resolution/solution, events, and theme based on a fiction text.

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 explore and analyze a theme’s development over the course of the text.
  • can write an objective summary of the text.
  • can devise an argument to support my claim of a theme in a text .
The student exhibits no major errors or omissions.
  • Write an essay analyzing a specific theme with support from the story.
  • Write an objective summary of a story.
 

  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:
    • theme and summary
  • performs basic processes, such as:
    • somewhat describe a theme’s development over the course of the text.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
  • Identify a theme in a story.
 
  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

  • List

ELA-07.RL.04

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-07.RL.04 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RL.05

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-07.RL.05 Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.

Student Learning Targets:

Knowledge Targets

  • I can recognize the differences between the form/structure used in stories and the form/structure used in dramas and poems.

Reasoning Targets

  • I can analyze the structure of a drama and explain how parts of the drama affect the overall meaning/message.
  • I can analyse the form/structure of a poem and explain how a poet's choice of the form/structure affects the overall meaning.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RL.06

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-07.RL.06 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

  • I can define point of view.

Reasoning Targets

  • I can analyze narrator's points of view.
  • I can compare/contrast the perspectives of different characters.

Student Learning Targets for Grade 7 Reading Pro:

Knowledge Targets

  • I can identify point of view in a text
  • I can explain and identify the narrator.

Reasoning Targets

  • I can determine the points of view in a text.
  • I can compare/contrast different points of view of different characters or narrators in a text.

Skills (Performance) Targets

  • I can interpret the effectiveness of the point of view of the narrator(s) in a text.

Product Targets

  • I can create a Venn diagram or diagram comparing and contrasting the points of view of two different texts. 

Proficiency Scale for Grade 7 ELA:

Score   Description: RL 7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 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 demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.

I can

  • define point of view.
  • explain the similarities and differences of characters’ points of view.
  • explain how the author develops the characters’ points of view.
  • Use a short story from the literature book and analyze how the author develops point of view (Unit 2 dedicated to character and point of view).
  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:
    • analyze, author, character, contrast, develop, distinguish, narrator, point of view, purpose.
  • performs basic processes, such as:
    • describing the point of view of characters or narrators in a given grade-appropriate text.

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

  • “Rip in the Pants” – read this story and retell it from different points of view (principal, student, teacher, pants, etc.).
  • read a picture book that contains different points of view (ex: Cat and Dog, Voices in the Park).
  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. -Use a higher level text to analyze and draw conclusions using specific details.
  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 the point of view in a text.

  • can compare/contrast different points of view of different characters or narrators in a text.

  • can interpret the effectiveness of the point of view of the narrator(s) in a text.

  • can create a Venn diagram or diagram comparing and contrasting the points of view of two different texts.

The student exhibits no major errors or omissions.

  • Identify the point of view of a text.

  • Compare and contrast two different points of view in two different stories or characters in one story.
  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:

    • points of view, narrator, character

  • performs basic processes, such as:

    • identifies points of view

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

-Define point of view and narrator.
  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.RL.07

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RL.07 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RL.08

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RL.08 Not applicable to literature

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RL.09

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-07.RL.09 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Student Learning Targets:

Knowledge Targets

  • I can define historical fiction
  • I can define compare/contrast

Reasoning Targets

  • I can compare a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
  • I can contrast a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
  • I can analyze how authors use of alter historical facts to develop their own fictional stories.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.RL.10

7th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-07.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student Learning Targets for 7th Grade English:

Knowledge Targets

  • I can define prediction.
  • I can define visualizing. 
  • I can define inferences.
  • I can define clarify.

Reasoning Targets

  • I can analyze text through questioning.
  • I can interpret information from text.
  • I can compare/contrast characters, events, and information within a text.

Skills (Performance) Targets

  • I can make inferences from text.
  • I can use details from the text to support inferences.
  • I can make connections to the text.
  • I can make predictions. 
  • I can show comprehension through strategies listed - predictions, visualizing, inferring, clarifying, text questioning, comparing and contrasting, and making connections.

Product Targets

  • I can create a visual representation of a text.

Proficiency Scale for 7th Grade English:

Score   Description:  7.10: Read and comprehend complex literary text independently and proficiently. Sample Activity
4.0

In addition to Score 3.0, students can consistently and independently comprehend and analyze literature based on subtle nuances.

 
  3.5 In addition to Score 3.0 performance, the student does occasionally comprehend and analyze literature based on subtle nuances.
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

  • read complex grade level texts.
  • reread a text to find more information or clarify ideas.
  • use reading strategies (e.g., ask questions, make connections, take annotated notes, make inferences, visualize, re-read) to help me understand difficult complex text.
  • Book clubs/literature circles
  • Fish bowl
  • Scored discussion
  • Active reading strategies
  • Student-teacher conferences
  • Sticky-note strategy
  • Think tracks
  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:
    • reading grade-appropriate literature and informational text using a teacher-directed comprehension strategy (for example, modeling, predicting, questioning, graphic organizers/scaffolding, and reciprocal reading).
    • using limited reading strategies – predicting, retell, recall facts, define vocabulary, visualizing, using graphic organizers for plot elements.

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

 
  • Describe and identify details of literature or informational text.
  • Answer and receive feedback on text-dependent questions.
  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.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for (SL) Speaking and Listening

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such communication occurs, but so is the more informal discussion that takes place as students collaborate to ask and answer questions, build understanding, and solve problems.

These standards require that students gain, evaluate and present information, ideas, and evidence through listening and speaking as well as through incorporating media. Regardless of the speaking and listening setting, students are expected to use appropriate eye contact, adequate volume, and clear pronunciation.

The standards within this speaking and listening strand are closely linked with the other strands of reading, writing, and language as they discuss literature and informational texts and as they work through the writing process.

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.SL.01

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-07.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

  • a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  • c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  • d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can identify the roles and rules necessary for collaborative discussions. 

Reasoning Targets

  • I can review materials and determine key points and/or central ideas.

Skills (Performance) Targets

  • I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue.

Product Targets

  • I can track the progress of a discussion and recognize when the discussion is getting off-topic.

Student Learning Targets for Grade 7 Reading Pro:

Skills (Performance) Targets

  • I can engage in a group discussion with classmates.
  • I can engage in a teacher-led group discussion with diverse partners on grade 7 topics.
  • I can engage in a discussion on grade 7 topics, texts, and issues building on others' ideas and expressing their own clearly.

Proficiency Scale for Grade 7 Communications:

Score   7.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Sample Activity
4.0

In addition to Score 3.0, the student demonstrates advanced discussion abilities by

  • bringing additional evidence outside of the prepared material and by explicitly drawing on that evidence to probe and reflect on the ideas or issues under discussion.
  • leading discussion.
  • posing and responding to specific questions that relate to and extend beyond the initial topic.
  • identifying key ideas and describing how those perspectives pertain to them personally as well as to the world around them (reflection and paraphrasing).
  • facilitating the organization and implementation of collaborative discussions.
 
  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 students can

  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  • Acknowledge new information expressed by others and, when warranted, express own views. (reflection or paraphrasing)
  • make productive contributions to discussions.
  • support claims through focused research.
  • actively participate with others in a collaborative discussion.
 
  • weekly checklist
  • group’s weekly agenda
  • debating ethical dilemmas
  • weekly self-evaluation and reflection
  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).

The students can

  • come to discussion partially prepared having read/studied most of required material; attempt to draw on preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • attempt to follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • pose or respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  • attempt to acknowledge new information expressed by others and, when warranted, express own views. 
  • make minimal contributions/collaboration to discussions.
  • find information with prompts.
 
  • teacher provided organization sheets
  • weekly self-evaluation and reflection
  • weekly checklist
  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), but this student consistently

  • does not come to discussion prepared.
  • does not follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  • does not pose or respond to specific questions with elaboration and detail.  Makes minimal comments that contribute to the topic, text, or issue under discussion.
  • does not attempt to acknowledge new information expressed by others and, when warranted, express own views.
 
  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).

Communications 7: Speaking and Listening Rubric

  Exceeds (4) Proficient (3) Partially Proficient (2) Novice (1)
SL.01.b

Leads the discussion.

Follows rules for collegial discussions, sets specific goals and deadlines, and defines individual roles as needed.

Attempts to follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.



Does not follow the rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.



SL.01.C Poses and responds to specific questions that relate and extend beyond the initial topic.

Poses and responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Poses or responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Does not pose or respond to specific questions with elaboration and detail.  Makes minimal comments that contribute to the topic, text, or issue under discussion.
SL.01.d Identifies the key ideas and describe how those perspectives pertain to them personally as well as the world around them. (Uses both reflective feelings and paraphrasing)

Acknowledges new information expressed by others and, when warranted, express own views. (uses reflective feelings or paraphrasing)

 

Attempts to acknowledge new information expressed by others and, when warranted, express own views.  Does not attempt to acknowledge new information expressed by others and, when warranted, express own views.

 

 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 comes to discussions prepared, having read or studied required material:

  • Shows notes/annotation of text as evidence of preparation.

  • During discussion, uses textual evidence to support ideas.

  • Verbally gives input at all levels of discussion, in small group, large group, whole group.

  • Asks and answers questions of the text.

Within discussion, the student exhibits no major errors or omissions regarding an understanding of the text.

-
  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).

 Within discussion, student reveals no major errors or omissions regarding the simpler details of the text as the student:

  • shows verbal evidence of reading, but has not prepared for discussion beyond reading

  • supports some ideas with textual evidence, but not consistently

  • provides input in some levels of discussion, but not with whole group

  • answers some questions posed from the group, but does not ask questions that help advance discussion.

However, the student exhibits major errors or omissions regarding the more complex ideas and concepts of 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).

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 


ELA-07.SL.01a

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELA-07.SL.01a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can 
  • I can

Skills (Performance) Targets

  • I can 
  • I can

Product Targets

  • I can 

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. -
  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). -
  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.SL.01b

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELA-07.SL.01b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can 
  • I can

Skills (Performance) Targets

  • I can 
  • I can

Product Targets

  • I can

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. -
  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). -
  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.SL.01c

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELA-07.SL.01c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can 

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.SL.01d

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELA-07.SL.01d Acknowledge new information expressed by others and, when warranted, modify their own views.

Student Learning Targets:

Knowledge Targets

  • I can identify the the roles and rules necessary for collaborative discussions.

Reasoning Targets

  • I can review materials and determine key points and/or central ideas.

Skills (Performance) Targets

  • I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue.

Product Targets

  • I can track the progress of a discussion and recognize when the discussion is getting off-topic.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.SL.02

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

Communications -- ELA-07.SL.02 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can understand and determine main point and supporting details.

Reasoning Targets

  • I can analyze the information, sorting between the main points and smaller details that support the main point.
  • I can explain how the main idea and supporting details help clarify the topic, text or issue.

Skills (Performance) Targets

  • I can use a a graphic organizer, such as webbing or outlining the presented information, to sort between main points and smaller details that support the main point.
  • I can use a graphic organizer, such as webbing or outlining, to explain how the main idea and supporting details help understand clarify the topic, text or issue.

 

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:

  • analyzes the information, sorting between the main points and smaller details that work to support the main point.
  • explains how the main idea and supporting details help them better understand the topic, text or issue.

 

  • watch various propaganda techniques looking for main ideas and supporting details
  • explain how the supporting details give a better understanding of the topic
  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).

The student:

  • uses a graphic organizer, such as webbing or outlining the presented information, to sort between main points and smaller details that work to support the main point.
  • uses a graphic organizer, such as webbing or outlining to explain how the main idea and supporting details help them better understand the topic, text or issue.

 

  • watch various propaganda techniques looking for main ideas and fill in graphic organizer
  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.SL.03

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-07.SL.03 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.SL.04

 

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-07.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets for Communications 7:

Knowledge Targets

  • I can recognize or recall specific vocabulary.

Reasoning Targets

  • I can organize my information.

Skills (Performance) Targets

  • I can be heard by all audience members in the classroom when I give a presentation.
  • I can make eye contact with my audience when I give a presentation.
  • I can speak clearly so that my audience can understand me.
  • I can write a grade appropriate speech using a teacher-provided graphic organizer or template.

Product Targets

  • I can emphasize key points when presenting claims and/or findings.
  • I can support claims and/or findings with descriptions, facts, details, and examples.
  • I can present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciations.

Proficiency Scale

Score   7.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Sample Activity
4.0

In addition to Score 3.0, the student uses fluid transition with consistent, mature delivery techniques.

 
  3.5

In addition to a score 3.0 performance, the students uses fluid transitions with intermittent mature delivery techniques.

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 students can

  • determine important/key points and emphasize them when presenting claims and/or findings.
  • support claims and/or findings with descriptions, facts, details, and examples that support the main idea or theme.
  • present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciations.
  • Animated character speech
  • Awards presentation
  • Identity speech
  • Debating ethical dilemmas
  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).

The students can

  • recognize or recall specific vocabulary, such as rate, posture, transition (logical order), tone, claim, coherent, gestures, poised, filler words, emphasize.
  • ·write a grade appropriate speech using a teacher-provided graphic organizer or template.
 
  • Sea of pantomime
  • Secret word activity
  • Outlining practice
  • Roman numeral activity
  • Bluff card activity
  • Ethical dilemma debate practice
  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.SL.05

 

7th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-07.SL.05 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can recognize and recall specific vocabulary.

Reasoning Targets

  • I can determine what media components will enhance my presentation.

Skills (Performance) Targets

  • I can produce media components using a variety of techniques to enhance my presentation.

Product Targets

  • I can present information using relevant media components or visual displays.

Proficiency Scale

Score   7.SL.05 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Sample Activity
4.0 In addition to a score 3.0, a variety of advanced visual media platforms are utilized.  
  3.5 In addition to a score 3.0 performance, more than one visual media platform is utilized.
3.0

The students can

  • clarify information using relevant media components or visual displays.
 
  • business cards
  • presentations
  • scripts
  • billboards
  • magazine ads
  • flyers
  • products
  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 students can

  • identify presentations terms and techniques.
 
  • use a template to create business cards
  • use a template to create presentations
  • use a template to create scripts
  • use a template to create billboards
  • use a template to create magazine ads
  • use a template to create flyers
  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.SL.06

 

7th Grade ELA Targeted Strand
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-07.SL.06 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

Student Learning Targets for Grade 7 Communications:

Knowledge Targets

  • I can recognize and recall specific vocabulary.

Reasoning Targets

  • I can determine reasons for a formal speech.

Skills (Performance) Targets

  • I can demonstrate a command of grade 7 Language when speaking.

Product Targets

  • I can compose a formal speech that demonstrates command of  grade 7 Language.

Proficiency Scale

Score   7.SL.06 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Sample Activity
4.0 In addition to Score 3.0, sophisticated vocabulary and fluent delivery consistently evident.  
  3.5 In addition to Score 3.0 sophisticated vocabulary and fluent delivery are applied
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 students can

  • compose a formal speech that demonstrates a command of grade 7 Language (uses third person pronouns, states main points objectively-limited emotions-, avoid contractions).
  • Identity speech
  • Award presentation
  • Agency Project Presentation
  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).

The students can

  • identify speech purposes.
 
  • Speech handout
  • Story of my life organization sheet
  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.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

  • List

 


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


ELA-07.W.05

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).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can evaluate my writing by using a rubric explaining the criteria.
  • I can evaluate the writing of others by using a rubric explaining the criteria.
  • I can determine the effectiveness of my writing by using feedback.

Skills (Performance) Targets

  • I can measure the effectiveness of my writing by completing a checklist.
  • 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 develop multiple drafts that show improvements in my writing.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.W.06

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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.W.07

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-07.W.07 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Student Learning Targets:

Knowledge Targets

  • I can identify different modes of research-based writing.
  • I can define thesis and select supporting details.
  • I can define the term relevance - connects to the matter at hand.
  • I can choose information from a variety of sources.

Reasoning Targets

  • I can organize research into a workable document.
  • I can interpret my research for supporting details pertaining to my main idea.
  • I can formulate relevant research questions.
  • I can create questions to be answered about my topic.
  • I can blend sources to support one topic.

Skills (Performance) Targets

  • I can conduct small research projects that answer a predetermined question.
  • I can draw on several sources for research.
  • I can generate additional information that drives further research and investigation.
  • I can question the information's relevance.
  • I can conduct an investigation into the relevance of a source and its information.
  • I can use a variety of sources.
  • I can assemble a group of sources.

Product Targets

  • I can construct a research-based report from gathered information.
  • I can create questions to be answered about my topic.
  • I can develop a short research project relating to relevant questioning.
  • I can create a product from my sources.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.W.08

7th Grade ELA Targeted Standard
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-07.W.08 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Student Learning Targets:

Knowledge Targets

  • I can choose from a variety of sources.
  • I can understand copyright laws.
  • I can identify authority, accuracy, objectivity, currency, and coverage of a source.
  • I can define bias.
  • I can identify the reliability of a source.
  • I can define plagiarism.

Reasoning Targets

  • I can blend sources to support one topic.
  • I can interpret the meaning of text and summarize it in writing.
  • I can paraphrase information.
  • I can summarize information.
  • I can analyze a source for its reliability and validity.
  • I can analyze the comprehensiveness of a source.
  • I can analyze a source for author's bias and expertise.
  • I can evaluate my sources to determine if they are recent, relevant and reliable.

Skills (Performance) Targets

  • I can use a variety of sources.
  • I can assemble a group of sources.
  • I can distinguish between plagiarized and original material.
  • I can organize information in a note card format.
  • I can record an evaluation of my sources.
  • I can investigate the relevance of a source and its information.
  • I can demonstrate my ability to quote, summarize and paraphrase accurately to avoid plagiarism.

Product Targets

  • I can create a product from my sources.
  • I can produce original work.
  • I can produce note cards of summary information.
  • 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

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.W.09

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-07.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
  • b. Apply grade 7 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is sufficient to support the claims").

Student Learning Targets:

Knowledge Targets

  • I can understand information and evidence from a variety of sources.

Reasoning Targets

  • I can organize the information and evidence from a variety of sources to support the main idea.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

Skills (Performance) Targets

  • I can collect the information and evidence to assemble a final work.

Product Targets

  • I can produce a work based on information and evidence.

ELA-07.W.09a

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA-07.W.09a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

Student Learning Targets:

Knowledge Targets

  • I can understand information and evidence from a variety of sources.

Reasoning Targets

  • I can organize the information and evidence from a variety of sources to support the main idea.

Skills (Performance) Targets

  • I can collect the information and evidence to assemble a final work

Product Targets

  • I can produce a work based on information and evidence.

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.W.09b

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA-07.W.09b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Student Learning Targets:

Knowledge Targets

  • I can understand information and evidence from a variety of sources

Reasoning Targets

  • I can organize the information and evidence from a variety of sources to support the main idea

Skills (Performance) Targets

  • I can collect the information and evidence to assemble a final work

Product Targets

  • I can produce a work based on information and evidence

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


ELA-07.W.10

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Range of Writing

ELA-07.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


L

L.7.1a

 

 



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