Common Core State Standard Curriculum Map
Jackson County
Common Core State Standard I Can Statements
7th Grade ELA
|Common Core State Standards for ELA |
|Key Ideas and Details I can: |
|1.Cite several pieces of textual evidence to support analysis of |RL.7.1 Accurately cite several pieces of textual evidence by stating page number or| |Textual evidence, inferences, |Parenthetical citing |
|what the text says explicitly as well as inferences drawn from |line number to prove understanding. | |explicit meaning | |
|the text. |RL.7.1 Analyze the explicit meaning of a text. | | | |
| |RL.7.1 Examine text and draw inferences from a given text. | | | |
|2. Determine a theme or central idea of text and analyze its |RL.7.2 Determine a theme of the text. |. |Theme, objective summary | |
|development over the course of the text; provide an objective |RL.7.2 Identify the details that support the theme. | | | |
|summary of the text. |RL.7.2 Track the development of the theme throughout the course of the text. | | | |
| |RL.7.2 Generate an objective summary of the text free from personal opinions and | | | |
| |judgments. | | | |
|3. Analyze how particular elements of a story or drama interact |RL.7.3 Identify and describe story elements. | |Interact, story elements |Story Elements: Character, Setting, |
|(e.g., how setting shapes the characters or plot). |RL.7.3 Give examples and explain how two or more story elements influence one | | |Conflict, Climax, Theme, Mood, |
| |another. | | |Resolution |
| |RL.7.3 Give examples and explain how setting shapes the characters or plot. | | | |
|Craft and Structure | | | | |
|4. Determine the meaning of words and phrases as they are used in|RL.7.4 Locate and explain the meaning of words and phrases in a text. |. |Figurative meaning, connotative |Alliteration, assonance, rhyme |
|a text, including figurative and connotative meanings; analyze |RL.7.4 Examine figurative and connotative meanings of words and phrases in a text | |meaning, rhymes, verse stanza | |
|the impact of rhymes and other repetitions of sounds (e.g., |or poem. | | | |
|alliteration) on a specific verse or stanza of a poem or section |RL.7.4 Identify rhymes and repetitions of sounds. | | | |
|of a story or drama. |RL.7.4 Judge the impact of the rhyme or repetition on a specific verse or stanza of| | | |
| |a poem or section of a story or drama. | | | |
|5. Analyze how a drama’s or poem’s form or structure (e.g., |RL.7.5 Identify a drama’s or poem’s form or structure. | |Form, structure |End rhyme, narrative, concrete, |
|soliloquy, sonnet) contributes to its meaning. |RL.7.5 Identify the overall meaning of a drama or poem. | | |soliloquy, sonnet, and free verse |
| |RL.7.5 Analyze how the structure contributes to the overall meaning of a drama or | | | |
| |poem. | | | |
|6. Analyze how an author develops and contrasts the points of |RL.7.6 Distinguish the points of view of different characters or narrators in a | |Develops, contrast, point of view |Points of view: 1st person, 3rd |
|view of different characters or narrators in a text. |text. | | |person (Omniscient, Limited) |
| |RL.7.6 Trace the development of the points of view of different characters or | | | |
| |narrators in a text. | | | |
| |RL.7.6 Analyze the contrasting points of view of different characters or narrators | | | |
| |in a text. | | | |
|Integration of Knowledge and Ideas | | |
|7. Compare and contrast a written story, drama, or poem to its |RL.7.7 Identify the medium-specific techniques used in audio, film, stage, and | |Multimedia. Compare, contrast, | |
|audio, filmed, staged, or multimedia version, analyzing the |multimedia (e.g., lighting, sound, color, or camera focus and angles in a film). | |medium-specific techniques | |
|effects of techniques unique to each medium (e.g., lighting, |RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed | | | |
|sound, color, or camera focus and angles in a film). |stage, or multimedia version. | | | |
| |RL.7.7 Analyze the effect of the medium-specific techniques. | | | |
|8. (Not applicable to literature) | | | | |
|9. Compare and contrast a fictional portrayal of a time, place, |RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character | |Fictional portrayal, historical |See Appendix B page 89 (second bullet|
|or character and a historical account of the same period as a |and a historical account of the same period. | |account, alter |point) |
|means of understanding how authors of fiction use or alter |RL.7.9 Distinguish how authors of fiction use or alter history. | | | |
|history. | | | | |
|Range of Reading and Level of Text Complexity | | |
|10. By the end of the year, read and comprehend literature, | RL.7.10 Read and comprehend literature with increasing text complexity and | |scaffolding |Begin incorporating lexiled texts. |
|including stories, dramas, and poems, in the grades 6–8 text |proficiency. | | | |
|complexity band proficiently, with scaffolding as needed at the |RL.7.10 Read closer to the high end of the Lexile score 955-1155 with scaffolding. | | | |
|high end of the range. |RL.7.10 Comprehend texts by thinking about, talking about, and responding to what I| | | |
| |read. | | | |
|Reading Standards for Informational Text |
|Key Ideas and Details | | |
|1. Cite several pieces of textual evidence to support analysis |RI.7.1 Accurately cite several pieces of textual evidence by stating page number or| |Cite, support, explicit, inference | |
|of what the text says explicitly as well as inferences drawn from|line number to prove understanding. | | | |
|the text. |RI.7.1 Analyze the explicit meaning of a text. | | | |
| |RI.7.1 Examine text and draw inferences from a given text. | | | |
|2. Determine two or more central ideas in a text and analyze |RI.7.2 Determine two or more central ideas of the text. | |Objective summary, central idea | |
|their development over the course of the text; provide an |RI.7.2 Identify the details that support the central ideas. | | | |
|objective summary of the text. |RI.7.2 Track the development of the central ideas throughout the course of the | | | |
| |text. | | | |
| |RI.7.2 Generate an objective summary of the text free from personal opinions and | | | |
| |judgments. | | | |
|3. Analyze the interactions between individuals, events, and |RI.7.3 Identify a specific relationship between individuals, events, and ideas in a| |Interactions |How ideas influence individuals or |
|ideas in a text (e.g., how ideas influence individuals or events,|text. | | |events, or how individuals influence |
|or how individuals influence ideas or events). |RI.7.3 Analyze the interactions between individuals, events, and ideas in a text. | | |ideas or events |
|Craft and Structure | | |
|4. Determine the meaning of words and phrases as they are used in|RI.7.4 Locate and explain the meaning of words and phrases in a text. | |Figurative meaning, connotative | |
|a text, including figurative, connotative, and technical |RI.7.4 Examine figurative, connotative, and technical meanings of words and phrases| |meaning, technical meaning | |
|meanings; analyze the impact of a specific word choice on meaning|in a text. | | | |
|and tone. |RI.7.4 Judge the impact of a specific word choice on meaning and tone. | | | |
|5. Analyze the structure an author uses to organize a text, |RI.7.5 Determine the structure an author uses to organize a text. | |Structure, organize |Compare, contrast, sequence of |
|including how the major sections contribute to the whole and to |RI.7.5 Analyze how major sections contribute to the whole. | | |events, order of importance, |
|the development of the ideas. |RI.7.5 Analyze how major sections contribute to the development of ideas. | | |problem/solution, description, |
| | | | |cause/effect |
|6. Determine an author’s point of view or purpose in a text and |RI.7.6 Identify the point of view of the author. | |Point of view, author’s purpose, | |
|analyze how the author distinguishes his or her position from |RI.7.6 Determine the author’s purpose. | |distinguish | |
|that of others. |RI.7.6 Analyze how the author distinguishes his position from that of others. | | | |
|Integration of Knowledge and Ideas |
|7. Compare and contrast a text to an audio, video, or multimedia |RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the| |Compare, contrast, medium, portrayal | |
|version of the text, analyzing each medium’s portrayal of the |text. | | | |
|subject (e.g., how the delivery of a speech affects the impact of|RI.7.7 Analyze each medium’s portrayal of the subject (e.g., how the delivery of a | | | |
|the words). |speech affects the impacts of the words). | | | |
|8. Trace and evaluate the argument and specific claims in a text,|RI.7.8 Trace and evaluate the argument and specific claims in a text. | |Trace, evaluate, argument, claims, | |
|assessing whether the reasoning is sound and the evidence is |RI.7.8 Identify evidence and support in a text. | |sound reasoning, relevant, sufficient| |
|relevant and sufficient to support the claims. |RI.7.8 Assess whether the reasoning is sound. | |evidence | |
| |RI.7.8 Assess whether the evidence is relevant. | | | |
| |RI.7.8 Assess whether the evidence is sufficient to support the claim. | | | |
|9. Analyze how two or more authors writing about the same topic |RI.7.9 Identify evidence and facts used in the texts. | |Presentation, key information, | |
|shape their presentations of key information by emphasizing |RI.7.9. Compare and contrast two texts about the same topic. | |emphasize, advance, interpretation | |
|different evidence or advancing different interpretations of |RI.7.9 Contrast the authors emphasis of different evidence and interpretation of | | | |
|facts. |the facts. | | | |
| |RI.7.9 Analyze how the authors choices shape their presentations of key | | | |
| |information. | | | |
|Range of Reading and Level of Text Complexity | | |
|10. By the end of the year, read and comprehend literary |RI.7.10 Read and comprehend literary nonfiction with increasing text complexity and| |scaffolding | |
|nonfiction in the grades 6–8 text complexity band proficiently, |proficiency. | | | |
|with scaffolding as needed at the high end of the range. |RI.7.10 Read closer to the high end of the Lexile score 955-1155 with scaffolding. | | | |
| |RI.7.10 Comprehend texts by thinking about, talking about, and responding to what I| | | |
| |read. | | | |
| | | | | |
| | | | | |
| | | | | |
|Writing Standards |
|Text Type and Purposes | | |
|1.Write arguments to support claims with clear reasons and |W.7.1a Make a claim | |Essential terms: |‘Introduce Precis format to teach |
|relevant evidence. |W.7.1a Acknowledge alternate or opposing claims | |Argument, claim, relevant evidence, |summarizing and citing. |
|a. Introduce claim(s), acknowledge alternate or opposing claims, |W.7.1a Provide reasons and evidence to support my claim | |logical reasoning, credible sources, | |
|and organize the reasons and evidence logically. |W.7.1a Organize my reasons and evidence logically | |cohesion, clarify, | |
|b. Support claim(s) with logical reasoning and relevant evidence,|W.7.1b. Identify accurate credible sources | |Formal style, concluding statement | |
|using accurate, credible sources and demonstrating an |W.7.1b Demonstrate an understanding of the topic or text | | | |
|understanding of the topic or text. |W.7.1b Support claim(s) with logical reasoning and relevant evidence. | | | |
|c. Use words, phrases, and clauses to create cohesion and clarify|W.7.1c Compose a variety of phrases and clauses. | | | |
|the relationships among claim(s), reasons, and evidence. |W.7.1c Choose the words, phrases, and clauses that will create cohesion. | | | |
|d. Establish and maintain a formal style. |W.7.1c Choose the words, phrases, and clauses that will show the relationships | | | |
|e. Provide a concluding statement or section that follows from |among claim(s), reasons, and evidence. | | | |
|and supports the argument presented. |W.7.1d Use a formal style. | | | |
| |W.7.1d Maintain a formal style. | | | |
| |W.7.1e Write concluding statement or section that follows from and supports the | | | |
| |argument presented. | | | |
| 2. Write informative/explanatory texts to examine a topic and |W.7.2a Write a topic sentence that previews what is to follow. |. |Informative/explanatory texts, | |
|convey ideas, concepts, and information through the selection, |W.7.2a Use strategies to organize ideas, concepts, and information (definition, | |convey, topic sentence, definition, | |
|organization, and analysis of relevant content. |classification, comparison/contrast, and cause/effect). | |classification, comparison/contrast, | |
|a. Introduce a topic clearly, previewing what is to follow; |W.7.2a Use comprehension aids when appropriate [formatting (e.g., headings), | |cause/effect, formatting, graphics, | |
|organize ideas, concepts, and information, using strategies such |graphics (e.g., charts, tables), and multimedia]. | |multimedia, transitions, concrete | |
|as definition, classification, comparison/contrast, and cause/ |W.7.2b Support the topic with relevant facts, definitions, concrete details, | |details, strategies, precise | |
|effect; include formatting (e.g., headings), graphics (e.g., |quotations or other information and examples. | |language, domain-specific vocabulary | |
|charts, tables), and multimedia when useful to aiding |W.7.2b Accurately cite quotations and examples from supplementary texts. | | | |
|comprehension. |W.7.2c Know appropriate transitions (conjunctive adverbs, correlative and | | | |
|b. Develop the topic with relevant facts, definitions, concrete |coordinating conjunctions). | | | |
|details, quotations, or other information and examples. |W.7.2c Use appropriate transitions to create cohesion and clarify the relationships| | | |
|c. Use appropriate transitions to create cohesion and clarify the|among ideas and concepts. | | | |
|relationships among ideas and concepts. |W.7.2d Select precise language and domain-specific vocabulary to inform about or | | | |
|d. Use precise language and domain-specific vocabulary to inform |explain the topic. | | | |
|about or explain the topic. |W.7.2e. Use a formal style. | | | |
|e. Establish and maintain a formal style. |W.7.2e. Maintain a formal style. | | | |
|f. Provide a concluding statement or section that follows from |W.7.2e Write concluding statement or section that follows from and supports the | | | |
|and supports the information or explanation presented. |argument presented. | | | |
|3. Write narratives to develop real or imagined experiences or |W.7.3a Choose a setting, point of view, narrator and/or characters. | |Narrative, descriptive detail, event |Based on a real or imagined event |
|events using effective technique, relevant descriptive details, |W.7.3a Construct a natural and logical sequence of events (plot). | |sequence, context, point of view, | |
|and well-structured event sequences. |W.7.3a Engage the reader using vivid and descriptive details. | |narrative techniques, dialogue, | |
|a. Engage and orient the reader by establishing a context and |W.7.3b Identify effective dialogue in fiction and nonfiction selections. | |pacing, description, convey, time | |
|point of view and introducing a narrator and/or characters; |W.7.3b Examine the overall effect of pacing in fiction and nonfiction selections. | |shift, sensory language, | |
|organize an event sequence that unfolds naturally and logically. |W.7.3b Apply narrative techniques, such as dialogue, pacing, and description to | | | |
|b. Use narrative techniques, such as dialogue, pacing, and |develop experiences, events, and/or characters. | | | |
|description, to develop experiences, events, and/or characters. |W.7.3c Know appropriate transitions (conjunctive adverbs, correlative and | | | |
|c. Use a variety of transition words, phrases, and clauses to |coordinating conjunctions) to signal shifts in time and setting. | | | |
|convey sequence and signal shifts from one time frame or setting |W.7.3c Use appropriate transitions to signal shifts in time and setting. | | | |
|to another. |W.7.3d Select precise words and phrases including descriptive details and sensory | | | |
|d. Use precise words and phrases, relevant descriptive details, |language to capture the action. | | | |
|and sensory language to capture the action and convey experiences|W.7.3d Select precise words and phrases including descriptive details and sensory | | | |
|and events. |language to convey experiences. | | | |
|e. Provide a conclusion that follows from and reflects on the |W.7.3e Write a conclusion that resolves the narrative and reflects on the | | | |
|narrated experiences or events. |experiences or events. | | | |
| | | | | |
| | | | | |
| | | | | |
|Production and Distribution of Writing | | |
|4. Produce clear and coherent writing in which the development, |W.7.4 Identify the task, audience, and purpose. | |Clear and coherent writing, style, | |
|organization, and style are appropriate to task, purpose, and |W.7.4 Create clear and coherent writing. | |task, audience, purpose | |
|audience. (Grade-specific expectations for writing types are |W.7.4 Use appropriate organization. | | | |
|defined in standards 1–3 above.) |W.7.4 Use appropriate style. | | | |
|5. With some guidance and support from peers and adults, develop|W.7.5 Strengthen the approach by planning, revising, editing, or rewriting. | |Planning, revising, editing, | |
|and strengthen writing as needed by planning, revising, editing, |W.7.5 Evaluate how well purpose and audience have been addressed. | |rewriting | |
|rewriting, or trying a new approach, focusing on how well purpose|W.7.5 Critique my writing by using guidance and support from peers and adults. | | | |
|and audience have been addressed. (Editing for conventions should|W.7.5 Demonstrate command of language conventions in my writing and editing. | | | |
|demonstrate command of Language standards 1–3 up to and including|W.7.5 Try a new approach when needed. | | | |
|grade 7 on page 52.) | | | | |
|6. Use technology, including the Internet, to produce and publish|W.7.6 Use technology, including the Internet, to produce writing. | | | |
|writing and link to and cite sources as well as to interact and |W.7.6 Link to and cite sources. | | | |
|collaborate with others, including linking to and citing sources.|W.7.6 Interact and collaborate with others for an intended purpose. | | | |
| |W.7.6 Use technology, including the Internet, to publish my writing. | | | |
|Research to Build and Present Knowledge | | |
|7. Conduct short research projects to answer a question, drawing |W.7.7 Conduct short research projects to answer a question. | | | |
|on several sources and generating additional related, focused |W.7.7 Use information from several sources. | | | |
|questions for further research and investigation. |W.7.7 Generate related, focused questions for further research and investigation. | | | |
|8. Gather relevant information from multiple print and digital |W.7.8 Gather relevant information from multiple print and digital sources. | | | |
|sources, using search terms effectively; assess the credibility |W.7.8 Use search terms effectively. | | | |
|and accuracy of each source; and quote or paraphrase the data and|W.7.8 Evaluate the credibility and accuracy of each source. | | | |
|conclusions of others while avoiding plagiarism and following a |W.7.8 Avoid plagiarism by quoting and paraphrasing correctly. | | | |
|standard format for citation. |W.7.8 Produce a citation in standard format. | | | |
|9. Draw evidence from literary or informational texts to support |W.7.9a Draw evidence from literary texts to support analysis, reflection, and | |Evidence, fictional portrayal, alter,|Compare and contrast a fictional |
|analysis, reflection, and research. |research. | |reflection, sound reasoning |portrayal of a time, place, or |
|a. Apply grade 7 Reading standards to literature (e.g., “Compare |W.7.9b Draw evidence from literary nonfiction texts to support analysis, | | |character and a historical account of|
|and contrast a fictional portrayal of a time, place, or character|reflection, and research. | | |the same period as a means of |
|and a historical account of the same period as a means of |. | | |understanding how authors of fiction |
|understanding how authors of fiction use or alter history”). | | | |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, | | | |Trace and evaluate the argument and |
|assessing whether the reasoning is sound and the evidence is | | | |specific claims in a text, assessing |
|relevant and sufficient to support the claims”). | | | |whether the reasoning is sound and |
| | | | |the evidence is relevant and |
| | | | |sufficient to support the claims |
|Range of Writing | | |
|10.Write routinely over extended time frames (time for research, |W.7.10 Write for a wide range of discipline-specific tasks, purposes, and | | | |
|reflection, and revision) and shorter time frames (a single |audiences. | | | |
|sitting or a day or two) for a range of discipline-specific |W.7.10 Write over extended time frames (time for research, reflection, and | | | |
|tasks, purposes, and audiences. |revision). | | | |
| |W.7.10 Write for shorter time frames (a single sitting or a day or two). | | | |
|Speaking and Listening Standards |
|Comprehension and Collaboration | | |
|1.Engage effectively in a range of collaborative discussions |SL.7.1 Participate in collaborative discussions (one-on-one, in groups, and | |Engage, collaborative discussions, | |
|(one-on-one, in groups, and teacher-led) with diverse partners on|teacher-led). | |diverse partners, evidence, probe, | |
|grade 7 topics, texts, and issues, building on others’ ideas and |SL.7.1 Work effectively with diverse partners. | |reflect, collegial discussions, | |
|expressing their own clearly. |SL.7.1 Build on others ideas | |track, pose, elicit, elaboration, | |
|a. Come to discussions prepared, having read or researched |SL.7.1 Express my own ideas clearly. | |relevant observation, modify | |
|material under study; explicitly draw on that preparation by |SL.7.1a Prepare for discussions by reading and researching material ahead of time. | | | |
|referring to evidence on the topic, text, or issue to probe and |SL.7.1a Refer to previously read material during discussion. | | | |
|reflect on ideas under discussion. |SL.7.1b Follow accepted rules for discussion. | | | |
|b. Follow rules for collegial discussions, track progress toward |SL.7.1b Track my groups progress toward specific goals and deadlines. | | | |
|specific goals and deadlines, and define individual roles as |SL.7.1b Assign individual roles within the group. | | | |
|needed. |SL.7.1c Ask open-ended questions. | | | |
|c. Pose questions that elicit elaboration and respond to others’ |SL.7.1c Respond to what others say. | | | |
|questions and comments with relevant observations and ideas that |SL.7.1c Redirect my group as needed. | | | |
|bring the discussion back on topic as needed. |SL.7.1d Listen to new information expressed by others. | | | |
|d. Acknowledge new information expressed by others and, when |SL.7.1d When warranted, I can modify my original views. | | | |
|warranted, modify their own views. | | | | |
|2. Analyze the main ideas and supporting details presented in |SL.7.2 Identify the main ideas and supporting details in diverse media and formats | |Main ideas, diverse media, diverse | |
|diverse media and formats (e.g., visually, quantitatively, |(e.g., visually, quantitatively, orally). | |format, visually, quantitatively, | |
|orally) and explain how the ideas clarify a topic, text, or issue|SL.7.2 Explain how the ideas clarify a topic, text, or issue under study. | |orally | |
|under study. | | | | |
|3. Delineate a speaker’s argument and specific claims, evaluating|SL.7.3 Outline a speaker’s argument and specific claims. | |Delineate, argument, specific claims,| |
|the soundness of the reasoning and the relevance and sufficiency |SL.7.3 Determine if the reasoning is logical, relevant, and sufficient to prove the| |sound reasoning, relevant and | |
|of the evidence. |point. | |sufficient evidence | |
|4. Present claims and findings, emphasizing salient points in a |SL.7.4 Deliver an oral presentation. | |Salient points, focus, coherence, | |
|focused, coherent manner with pertinent descriptions, facts, |SL.7.4 Provide meaningful descriptions, facts, details, and examples. | |pertinent | |
|details, and examples; use appropriate eye contact, adequate |SL.7.4 Maintain focus by emphasizing the most important points. | | | |
|volume, and clear pronunciation. |SL.7.4 Use appropriate eye contact. | | | |
| |SL.7.4 Use adequate volume. | | | |
| |SL.7.4 Use clear pronunciation. | | | |
|5. Include multimedia components and visual displays in |SL.7.5 Utilize multimedia components and visual displays to support, emphasize, and| |Salient – most important | |
|presentations to clarify claims and findings and emphasize |clarify the most important points. | | | |
|salient points. | | | | |
|6. Adapt speech to a variety of contexts and tasks, demonstrating|SL.7.6 Distinguish the difference between formal and informal English. | |Formal English, informal English | |
|command of formal English when indicated or appropriate. (See |SL.7.6 Demonstrate the accurate and appropriate use of formal English. | | | |
|grade 7 Language standards 1 and 3 on page 52 for specific |SL.7.6 Modify and adjust my speech to a variety of contexts and tasks. | | | |
|expectations.) | | | | |
|Language Standards |
|Conventions of Standard English | | | | |
|1.Demonstrate command of the conventions of standard English |L.7.1a Identify phrases and clauses. | |Phrases, clauses, simple sentences, | |
|grammar and usage when writing or speaking. |L.7.1a Explain the function of phrases and clauses within a sentence. | |compound sentences, complex | |
|a. Explain the function of phrases an clauses in general and |L.7.1b Identify simple, compound, complex, and compound-complex sentences. | |sentences, compound-complex | |
|their function in specific sentences. |L.7.1b Choose appropriate sentence type to show relationships among ideas. | |sentences, misplaced modifiers, | |
|b. Choose among simple, compound, complex, and compound-complex |L.7.1c Correctly place phrases and clauses within a sentence. | |dangling modifiers | |
|sentences to signal differing relationships among ideas. |L.7.1c Recognize misplaced and dangling modifiers. | | | |
|c. Place phrases and clauses within a sentence, recognizing and |L.7.1c Correct misplaced and dangling modifiers. | | | |
|correcting misplaced and dangling modifiers.* | | | | |
|2. Demonstrate command of the conventions of standard English |L.7.2 Apply correct capitalization. | |Conventions, standard English, |Make an effort to incorporate |
|capitalization, punctuation, and spelling when writing. |L.7.2 Apply correct punctuation. | |capitalization, punctuation, |application not just recognition. |
|a. Use a comma to separate coordinate adjectives (e.g., It was a |L.7.2a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, | |coordinate adjective | |
|fascinating, enjoyable movie but not He wore an old[,] green |enjoyable movie but not He wore an old[,] green shirt). | | | |
|shirt). |L.7.2b. Spell correctly. | | | |
|b. Spell correctly. | | | | |
|Knowledge of Language |
|3. Use knowledge of language and its conventions when writing, |L.7.3 Demonstrate knowledge of language and conventions in writing, speaking, | | | |
|speaking, reading, or listening. |reading, and listening. | | | |
|a. Choose language that expresses ideas precisely and concisely, |L.7.3a Use precise language to express ideas concisely. | | | |
|recognizing and eliminating wordiness and redundancy.* |L.7.3a Recognize wordiness and redundancy. | | | |
| |L.7.3a Eliminate wordiness and redundancy. | | | |
|Vocabulary Acquisition and Use |
|4. Determine or clarify the meaning of unknown and |L.7.4a. Use context clues to determine the meaning of a word or phrase (e.g., the | |Context clues, clarify, | |
|multiple-meaning words and phrases based on grade 7 reading and |overall meaning of a sentence or paragraph; a word’s position or function in a | |affixes, roots, reference materials, | |
|content, choosing flexibly from a range of strategies. |sentence). | |dictionaries, glossaries, | |
|a. Use context (e.g., the overall meaning of a sentence or |L.7.4b Recognize grade-appropriate Greek or Latin affixes and roots. | |thesauruses, pronunciation | |
|paragraph; a word’s position or function in a sentence) as a clue|L.7.4b Use grade-appropriate Greek or Latin affixes and roots to determine the | | | |
|to the meaning of a word or phrase. |meaning of a word. | | | |
|b. Use common, grade-appropriate Greek or Latin affixes and roots|L.7.4c Determine which reference materials are appropriate for finding specific | | | |
|as clues to the meaning of a word (e.g., belligerent, bellicose, |information. | | | |
|rebel). |L.7.4c Use reference materials to find the pronunciation of a word. | | | |
|c. Consult general and specialized reference materials (e.g., |L.7.4c Use reference materials to determine the precise meaning of a word. | | | |
|dictionaries, glossaries, thesauruses), both print and digital, |L.7.4c Use reference materials to determine the part of speech. | | | |
|to find the pronunciation of a word or determine or clarify its |L.7.4d. Make a preliminary guess about the meaning of a word or a phrase. | | | |
|precise meaning or its part of speech. |L.7.4d Verify the actual meaning of a word or a phrase by checking the context or a| | | |
|d. Verify the preliminary determination of the meaning of a word |dictionary. | | | |
|or phrase (e.g., by checking the inferred meaning in context or | | | | |
|in a dictionary). | | | | |
|5. Demonstrate understanding of figurative language, word |L.7.5a Interpret figures of speech (e.g., literary, biblical, and mythological | |Figurative language, word | |
|relationships, and nuances in word meanings. |allusions) in context. | |relationships, nuances, figures of | |
|a. Interpret figures of speech (e.g., literary, biblical, and |L.7.5b Identify the relationship between particular words to better understand each| |speech, allusion, synonym, antonym, | |
|mythological allusions) in context. |word (e.g., synonym/antonym, analogy). | |analogy, connotation, denotation, | |
|b. Use the relationship between particular words (e.g., |L.7.5c Understand the difference between denotations (definitions) and connotations| | | |
|synonym/antonym, analogy) to better understand each of the words.|(associations). | | | |
|c. Distinguish among the connotations (associations) of words |L.7.5c Identify the different connotations of words with like definitions. | | | |
|with similar denotations (definitions) (e.g., refined, | | | | |
|respectful, polite, diplomatic, condescending). | | | | |
|6. Acquire and use accurately grade appropriate general academic |L.7.6 Use grade appropriate academic and domain specific words and phrases. | | | |
|and domain-specific words and phrases; gather vocabulary |L.7.6 Use vocabulary knowledge in a variety of situations. | | | |
|knowledge when considering a word or phrase important to | | | | |
|comprehension or expression. | | | | |
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