7th 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,
7th 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).