7^th Grade Level Expectations

 

ELA-1-M1¯using knowledge of word meaning and developing basic and technical vocabulary using various strategies (e.g., context clues, idioms, affixes, etymology, multiple-meaning words (1, 4);

ELA-1-M2¯interpreting story elements (e.g., mood, tone, style)* and literary devices (e.g., flashback, metaphor, foreshadowing, symbolism)* within a selection(1, 4);

ELA-1-M3¯reading, comprehending, and responding to written, spoken, and visual texts in extended passages (e.g., ranging from 500-1,000 words (1, 3, 4);

ELA-1-M4¯interpreting (e.g., paraphrasing, comparing, contrasting) texts with supportive explanations to generate connections to real-life situations and other texts (e.g., business, technical, scientific (1, 2, 4, 5);

ELA-1-M5¯adjusting reading rate according to texts and purposes for reading (e.g., problem solving, evaluating, researching)* (1, 2, 4, 5).

ELA-2-M1¯writing multiparagraph compositions (150-200 words) that clearly imply a central idea with supporting details in a logical, sequential order (1, 4);

ELA-2-M2¯using language, concepts, and ideas that show an awareness of intended audience and/or purpose (e.g., classroom, real-life, workplace) in developing complex compositions (1, 2, 4);

ELA-2-M3¯identifying and applying the steps of the writing process (1, 4);

ELA-2-M4¯using narration, description, exposition, and persuasion to develop various modes of writing (e.g., notes, essays)* (1, 4);

ELA-2-M5¯identifying and applying literary devices (e.g., symbolism, dialogue)* (1, 4);

ELA-2-M6¯writing as a response to texts and life experiences (e.g., personal and business letters)* (1, 2, 4).

ELA-3-M1¯writing fluidly and legibly in cursive or printed form (1, 4);

ELA-3-M2¯demonstrating use of punctuation (e.g., colon, semicolon, quotation marks, dashes, parentheses), capitalization, and abbreviations (1, 4);

ELA-3-M3¯demonstrating standard English structure and usage by using correct and varied sentence types (e.g., compound and compound-complex) and effective personal styles (1, 4, 5);

ELA-3-M4¯demonstrating understanding of the parts of speech to make choices for writing (1, 4); and

ELA-3-M5¯spelling accurately using strategies and resources (e.g., glossary, dictionary, thesaurus, spell check) when necessary (1, 3, 4).

ELA-4-M1¯speaking intelligibly, using standard English pronunciation and diction (1, 4);

ELA-4-M2¯giving and following directions/procedures (1, 4);

ELA-4-M3¯using the features of speaking (e.g.,audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4);

ELA-4-M4¯speaking and listening for a variety of audiences (e.g., classroom, real-life, workplace) and purposes (e.g., awareness, concentration, enjoyment, information, problem solving) (1, 2, 4, 5);

ELA-4-M5¯listening and responding to a wide variety of media* (1, 3, 4, 5);

ELA-4-M6¯participating in a variety of roles in group discussions (e.g., facilitator, recorder)* (1, 4, 5).

ELA-5-M1identifying and using organizational features of printed text, other media, and electronic information (e.g., microprint, CD-ROM, e-mail)* (1, 3, 4);

ELA-5-M2¯integrating information sources*

ELA-5-M3¯locating, gathering, and selecting information using formal outlining, paraphrasing,

interviewing, and surveying to produce documented texts and graphics* (1, 3, 4);

ELA-5-M4¯using available technology to produce, revise, and publish a variety of works (e.g.,

documented research reports, investigative reports, annotated bibliographies)* (1, 3, 4);

ELA-5-M5¯citing references using various formats (e.g., endnotes, bibliography)* (1, 4);

ELA-5-M6¯identifying and interpreting graphic organizers (e.g., flowcharts, timelines, tree diagrams)* (1, 2, 3, 4, 5).

ELA-6-M1¯comparing/contrasting and responding to United States and world literature that

represents the experiences and traditions of diverse ethnic groups (1, 4, 5);

ELA-6-M2¯identifying, comparing, and responding to a variety of classic and contemporary fiction

and non-fiction literature from many genres (e.g., novels, drama)* (1, 2, 4, 5);

ELA-6-M3¯classifying and interpreting various genres according to their unique characteristics (1, 2, 4, 5).

ELA-7-M1¯using comprehension strategies (e.g., summarizing, recognizing literary devices, paraphrasing)* to analyze oral, written, and visual texts (1, 2, 4);

ELA-7-M2¯using reasoning skills (e.g., categorizing, prioritizing),* life experiences, accumulated

knowledge, and relevant available information resources tosolve problems in oral, written, and visual texts

(1, 2, 4);

ELA-7-M3¯interpreting the effects of an author's purpose (reason for writing) and viewpoint (perspective)

(1, 2, 4);

ELA-7-M4¯using inductive and deductive reasoning skills across oral, written, and visual texts* (1, 2,

 

 

7^th Grade Level Expectations

 

A. Reading and Responding. Standard One

1. GLE 1¯develop vocabulary using a variety of strategies, including:

a. use of connotative and denotative meanings;

b. use of Greek, Latin, and Anglo-Saxon base words, roots, affixes, and word parts (ELA-1-M1);

2. GLE 2¯explain story elements, including:

a. the revelation of character motivation through thoughts, words, and actions;

b. plot sequence (e.g., exposition, rising action, climax, falling action, resolution);

c. conflicts (e.g., man vs. man, nature, society, self) and their effect on plot;

d. effects of first- and third-person points of view;

e. theme development (ELA-1-M2);

3. GLE 3¯interpret literary devices, including:

a. symbolism;

b. puns;

c. analogies (ELA-1-M2);

4. GLE 4¯draw conclusions and make inferences in oral and written responses about ideas and information in

grade-appropriate texts, including:

a. instructional materials;

b. essays;

c. dramas (ELA-1-M3);

5. GLE 5¯interpret ideas and information in a variety of texts, including periodical articles, editorials, and lyrics, and make connections to real-life situations and other texts

(ELA-1-M4).

B. Reading and Responding. Standard Six

1. GLE 6¯identify universal themes (e.g., search for identity, love, friendship, family, courage, adversity) and

cultural viewpoints found in national, world, and multicultural literature in oral and written responses (ELA-6-M1);

2. GLE 7¯compare and contrast elements (e.g., plot, setting, character, theme) in multiple genres in oral and

written responses (ELA-6-M2);

3. GLE 8¯use knowledge of the distinctive characteristics to classify and interpret elements of various

genres, including:

a. fiction (e.g., science fiction/fantasy);

b. nonfiction (e.g., essays, letters);

c. poetry (e.g., lyric, narrative);

d. drama (e.g., short plays) (ELA-6-M3).

C. Reading and Responding. Standard Seven

1. GLE 9¯demonstrate understanding of information in grade-appropriate texts using a variety of strategies,

including:

a. sequencing events and steps in a process;

b. summarizing and paraphrasing information;

c. identifying stated or implied main ideas and explaining how details support ideas;

d. making inferences and drawing conclusions;

e. predicting the outcome of a story or situation;

f. identifying literary devices (ELA-7-M1);

2. GLE 10¯explain the relationship between life experiences and texts to generate solutions to problems

(ELA-7-M2);

3. GLE 11¯use technical information and other available resources (e.g., Web sites, interviews) to solve

problems (ELA-7-M2);

4. GLE 12¯explain the effects of an author's stated purpose for writing (ELA-7-M3);

5. GLE 13¯identify an author's bias (objectivity) for, against, or neutral toward an issue (ELA-7-M3);

6. GLE 14¯analyze grade-appropriate print and nonprint texts using various reasoning skills, for example:

a. identifying cause-effect relationships;

b. raising questions;

c. reasoning inductively and deductively;

d. generating a theory or hypothesis;

e. skimming/scanning (ELA-7-M4).

D. Writing. Standard Two

1. GLE 15¯write multiparagraph compositions on student- or teacher-selected topics organized with the

following:

a. established central idea;

b. organizational patterns (e.g., comparison/contrast, order of importance, chronological

order) appropriate to the topic;

c. elaboration (e.g., fact, examples, and/or specific details;

d. transitional words and phrases that unify ideas and points;

e. overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes

important ideas and details (ELA-2-M1);

2. GLE 16¯organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences (ELA-2-M1);

3. GLE 17¯develop grade-appropriate compositions on student- or teacher-selected topics that include the

following:

a. word choices (diction) appropriate to the identified audience and/or purpose;

b. vocabulary selected to clarify meaning, create images, and set a tone;

c. information/ideas selected to engage the interest of the reader;

d. clear voice (individual/personality);

e. variety in sentence structure (ELA-2-M2);

4. GLE 18¯develop grade-appropriate compositions by identifying and applying writing processes, such as the

following:

a. selecting topic and form;

b. prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers);

c. drafting;

d. conferencing (e.g., peer and teacher);

e. revising based on feedback and use of various tools (e.g., LEAP21 Writer's Checklist, rubrics);

f. proofreading/editing;

g. publishing using technology (ELA-2-M3);

5. GLE 19¯develop grade-appropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA-2-M4);

6. GLE 20¯use the various modes to write compositions, including:

a. essays based on a stated opinion;

b. fictional narratives (ELA-2-M4);

7. GLE 21¯develop writing using a variety of literary devices, including analogies, symbolism, and puns (ELA-2-M5);

8. GLE 22¯write for various purposes, including:

a. letters of complaint supported with complete and accurate information and reasons;

b. evaluations of media, such as television, radio, and the arts;

c. test-supported interpretations of elements of grade-appropriate stories, poems, plays, and novels;

d. applications, such as memberships and library

cards (ELA-2-M6).

E. Writing/Proofreading. Standard Three

1. GLE 23¯use standard English punctuation, including:

a. commas to set off direct quotations, nouns of direct address, and after introductory words or phrases;

b. semicolons or colons to separate independent clauses (ELA-3-M2);

2. GLE 24¯write paragraphs and compositions following standard English structure and usage, including:

a. varied sentence structures, including complex sentences;

b. antecedents that agree with pronouns in number, person, and gender;

c. sentences without double negatives (ELA-3-M3);

3. GLE 25¯apply knowledge of parts of speech in writing, including:

a. infinitives and participles;

b. superlative and comparative degrees of adjectives;

c. adverbs (ELA-30M4);

4. GLE 26¯spell high-frequency, commonly confused, frequently misspelled words and derivatives (e.g.,

roots, affixes) correctly (ELA-3-M5);

5. GLE 27¯use a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find

correct spellings (ELA-3-M5).

F. Speaking and Listening. Standard Four

1. GLE 28¯adjust diction and enunciation to suit the purpose for speaking (ELA-4-M1);

2. GLE 29¯use standard English grammar, diction, syntax, and pronunciation when speaking (ELA-4-M1);

3. GLE 30¯follow procedures (e.g., read, question, write a response, form groups) form detailed oral

instructions (ELA-4-M2);

4. GLE 31¯state oral directions/procedures for tasks (ELA-4-M2);

5. GLE 32¯adjust volume and inflection to suit the audience and purpose of presentations (ELA-4-M3);

6. GLE 33¯organize oral presentations with a thesis,

an introduction, a body developed with relevant details, and a conclusion (ELA-4-M3);

7. GLE 34¯evaluate and determine bias and credibility of various media presentations (e.g., TV and radio

advertising) (ELA-4-M4);

8. GLE 35¯deliver formal and informal persuasive presentations (ELA-4-M4);

9. GLE 36¯deliver grade-appropriate research-based

presentations (ELA-4-M4);

10. GLE 37¯evaluate a variety of media for impressions/effect on listeners, faulty reasoning, propaganda

techniques, and delivery (ELA-4-M5);

11. GLE 38¯participate in group and panel discussions, including:

a. explaining the effectiveness and dynamics of group processes;

b. applying agreed-upon rules for formal and informal discussions;

c. assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA-4-M6).

G. Information Resources. Standard Five

1. GLE 39¯locate and select information using organizational features of grade-appropriate resources,

including:

a. complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends,

prefaces, appendices);

b. electronic storage devices (e.g., CD-ROMs, diskettes, software, drives);

c. frequently accessed and bookmarked Web addresses;

d. features of electronic texts (e.g., hyperlinks, cross-referencing, Web resources, including online sources

and remote sites) (ELA-5-M1);

2. GLE 40¯locate and integrate information from a variety of grade-appropriate resources, including:

a. multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs,

technical encyclopedias);

b. electronic sources (e.g., Web sites, databases);

c. other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA-5-M2);

3. GLE 41¯explain the usefulness and accuracy of sources by determining their validity (e.g., authority,

accuracy, objectivity, publication date, coverage) (ELA-5-M2);

4. GLE 42¯gather and select information using datagathering strategies/tools, including:

a. surveying;

b. interviewing;

c. paraphrasing (ELA-5-M3);

5. GLE 43¯generate grade-appropriate research reports that include information presented in a variety of

forms, including:

a. visual representations of data/information;

b. graphic organizers (e.g., outlines, timelines, charts, webs);

c. works cited lists and/or bibliographies (ELA-5-M3);

6. GLE 44¯use word processing and /or other technology to draft, revise, and publish a variety of works,

including reports and research documents (ELA-5-M4);

7. GLE 45¯give credit for borrowed information following acceptable use policy, including:

a. integrating quotations and citations;

b. using end notes;

c. creating bibliographies and/or works cited lists (ELA-5-M5);

8. GLE 46¯interpret information from a variety of graphic organizers including timelines, charts, schedules,

tables, diagrams, and maps in grade-appropriate sources (ELA-5-M6).