Next Grade Prep Priorities - DePaul University
7th Grade ESSENTIALS
|READING |Analyze structure, techniques of text |
|Answer questions with evidence (CCSSR1) |Compare/contrast |
|Summarize and Synthesize (CCSSR2) |Analyze and infer relationships |
|Analyze character development (CCSSR3) |Explain how to answer questions: analytic, inferential, evaluative |
|Analyze text structure (CCSSR5) |Paraphrase |
|Analyze author’s purpose (CCSSR6)) |Summarize and identify main idea |
|Integrate texts and other sources (CCSSR7) |Synthesize |
| |Interpret tone, mood, imagery |
| |Analyze theme development |
| |Extended response |
| |Fiction: stories, short stories, novel |
|GENRES |Poems, songs, paintings, drama, novel |
| |Non-Fiction: articles, biographies, science, social studies |
|WORD KNOWLEDGE |Root word |
|Use/Expand academic vocabulary in reading and |Prefix and Suffix |
|writing: math, science, social studies |Compound word |
| |Dictionary, Thesaurus, Glossary |
| |Multiple meaning words |
| |Synonym; Antonym |
| |imagery |
| |Explanatory, persuasive/opinion/argument, narrative essay |
|WRITING |biography |
| |poem |
| |sentence expansion |
| |Scientific method |
|SCIENCE |Data interpretation |
|Explain concepts with examples |Core science knowledge |
|Apply concepts to analyze | |
| |Early history of the US through Civil War |
|SOCIAL STUDIES |Map interpretation: change |
|Explain concepts with examples | |
|Apply concepts to analyze | |
|MATH |Graph data |
|CCSS Practice Standards: |Properties of numbers |
|Analyze problem and solve with persistence |Linear equations |
|Think quantitatively and abstractly |Variables |
| |Ordered pairs |
| |Coordinate plane |
| |Algebraic expressions |
| |Evaluate expressions |
| |Identify/analyze patterns |
|LEARNING SKILLS |Listen |
| |Work with others |
| |Follow directions |
| |Use graphic organizers |
| |Make exhibits |
| |Take notes; summarize notes |
CPS Mathematics Learning Targets—SEVENTH GRADE
By the end of Grade 7, students will:
Number Sense
• Model, recognize, translate, and apply equivalent representations of numbers in
meaningful contexts
• Solve problems involving characteristics and properties of numbers, relationships, and number systems and justify a mathematical concept or relationship
• Apply rules and properties of arithmetic and perform operations with rational numbers in problem-solving situations using estimation to approximate results
• Solve problems using proportional reasoning in problem situations
Measurement
• Use Measurement units and Measurement tools in problem-solving
• Solve problems involving measurable attributes
Algebra
• Identify a relationship and make generalizations from arithmetic or geometric sequences
• Represent, simplify, and solve mathematical relationships and situations with expressions, equations, and inequalities
• Represent, translate, and interpret relationships between equations and/or inequalities and graphs in the coordinate plane
Geometry
• Describe, solve problems, and make and test conjectures involving the characteristics, properties, and relationships between geometric figures
• Identify, describe, and predict results of transformations of objects in the plane and on a coordinate system
Data Analysis and Probability
• Create, compare, critique, interpret, and compute with data in a variety of representations
• Apply the measures of central tendency and spread in problem-solving situations
• Solve problems, make predictions, and use probability in problem-solving situations
• Solve problems involving permutations and combinations
REPRESENTATIVE MATH CONTENT 7th GRADE
This chart lists terms from the Illinois Learning Standards and ISAT sample. See the Common Core standards for national priorities.
|Operations/Problem Solving | Fractions, Decimals, Percentages |ALGEBRA |
|calculate |convert |balance |
|determine |denominator |equation |
| | | |
|divisible |fraction |equivalent |
|estimate |greater than > |exponent |
| | | |
|factors |improper fraction |expression |
|formula |less than < |inequality |
| | | |
|greatest common factor |mixed number |integer |
|inequality |numerator |negative |
| | | |
|absolute value |ratio |positive |
|ascending order |simplest form |represent |
| | | |
|square root |simplify |table of values |
|number line |decimal |unknown |
| | | |
|operation probability |decimal point |value |
|sign |equivalent |variable |
| | | |
|ordered pairs |equivalent |additive identity property |
|value |fraction bar |additive inverse property |
| | | |
|order of operations |per |arithmetic sequence |
|square number |percent |associative property |
| | | |
|descending order |proportion |combination |
|value | |compound inequality |
| | | |
|cube root | |function |
| | |linear equation |
| | | |
| | |multiplicative identity property |
| | |multiplicative inverse property |
| | | |
| | |multiplicative property of zero |
| | |permutation |
| | | |
| | |prime factorization |
| | |rational number |
| | | |
| | |scientific notation |
| | | |
| | | |
|Analyzing Graphs and Data |Geometry |Measurement |
|average |area | |
|coordinate |capacity |exactly |
|data | |gram |
|data point |circumference | |
|histogram |complementary angles |height |
|intersect, intersecting lines | |kilometer |
|pattern |conversion | |
|pie graph |cube |gallon |
|stem and leaf plot | |measure |
|line plot |cylinder | |
|median |hypotenuse |kilogram |
|range | |mile |
|mode |isosceles trapezoid | |
|probability |line segment |mass |
|slope | |ounce |
|x axis |parallelogram | |
|y axis |perimeter |perimeter |
|scatter plot | |scale |
|intercept |rectangular prism | |
| |rectangular pyramid |non-standard unit |
| | |liter |
| |regular pyramid | |
| |right cylinder |miles per hour |
| | |degrees, Celsius, Fahrenheit |
| |scale | |
| |square prism |Measurement system |
| | |milliliter |
| |surface area | |
| |three- | |
| |dimensional | |
| | | |
| |trapezoid | |
| |triangular prism | |
| | | |
| |two-dimensional | |
| |vertex | |
| | | |
| |vertices | |
| | | |
| | | |
CPS Science Learning Targets—SEVENTH GRADE
By the end of Grade 7, students will:
Scientific Inquiry and Technological Design
• Formulate a hypothesis to explain observations and make testable predictions
• Design and conduct experiments that address proposed hypothesis, controlling all but
one variable and conducting multiple trials
• Create and use conceptual models and identify flaws of models
• Determine data collection format and construct data tables
• Collect both qualitative and quantitative data using metric units of measurement
• Organize and analyze data, and explain possible sources of error
• Evaluate the proposed hypotheses based on evidence from experiments
• Report the investigation using appropriate graphical displays and defend the process
used in the investigation
Function, Adaptation, and Change of Living Things
• Compare the interrelationships between cells and organisms
• Describe the relationship between cell structure and function
• Describe how systems in living things carry out vital functions
• Describe how living organisms are classified
• Compare characteristics of organisms produced from a single parent with those of
organisms produced by two parents, and identify simple patterns of inheritance
• Identify that traits can be affected by genes, the environment, or an interaction of
these two
• Explain macro/micro evolution in organisms (e.g., compare and assess features or
forms of organisms over broad time periods to their adaptations, explain how natural
selection accounts for diversity of species)
Interaction of Living Things with Each Other and the Environment
• Explain how energy is acquired and transferred between organisms (e.g., trace the
roles and population ratios of producers, consumers, and decomposers in food chains
and webs; trace the transfer of energy from the sun to final consumers)
• Explain how the introduction or extinction of species impacts an ecological community
• Explain the interactions that occur between an ecosystem’s organisms (e.g., compare
mutualism, predation, and parasitism; explain the interrelationship of adaptations and
ecosystem survival)
• Describe the dynamics that occur in populations (e.g., determine population growth
rates and their limiting factors, describe instances of population explosions over time)
• Create and evaluate models to understand levels of ecological organization, from
population to ecosystem to biome
Practices of Science
• Demonstrate appropriate principles of safety within and beyond the classroom
• Apply scientific habits of mind to investigations
• Analyze and evaluate scientific studies
Science, Technology, and Society
• Describe how scientific discoveries and technologies have impacted our lives
• Explain how science and technology interact to affect multicultural, societal, and
economic settings
• Explain how scientific discoveries and innovations have been influenced by history,
cultures, and society
• Investigate how the knowledge of science and technology is used in everyday setting
Seventh Grade ISAT Science Vocabulary
When students take the ISAT science test, they will need to be able to comprehend science explanations and questions. The following list includes some important 7th grade level science content words and some words that are used to ask students to interpret information on the test. The list includes words from the ISAT 2008 Sample Test for Seventh Grade.
Ways to help students develop fluency with these words include:
▪ Make a glossary.
▪ Group words by root words.
▪ Group words by topic.
▪ Write about a topic in science using some of these words.
▪ Make a crossword puzzle or matching game with these words.
|amoeba |analysis |analyze |
|average |bacteria |bacterium |
|base |bio (prefix) |biodegradable |
|biodegrade |buoy |buoyancy |
|buoyant |carnivore |carnivorous |
|cause |compare |comparison |
|conclude |conclusion |conclusive |
|condensation |condense |constellation |
|consume |consumption |contrast |
|degrade |diagram |diffraction |
|Diffuse |diffusion |dominant |
|dominate |effect |erode |
|erosion |estimate |estimation |
|exert |factor |flagellum |
|friction |granite |graph |
|herb |herbivore |identification |
|identify |igneous |litmus paper |
|mass |measurable |measure |
|media |medium |meiosis |
|mitosis |obsidian |omni- (prefix) |
|omnivore |orbit |osmosis |
|palmate |parasite |pinnate |
|pole |predict |prediction |
|rate |recess |recessive |
|reflect |reflection |refract |
|refraction |relate |relationship |
|reproduce |reproduction |sedimentary |
|separation |sequence |sequential |
|similar |similarity |trend |
|volume | | |
7th GRADE ESSENTIAL ISAT SCIENCE CONTENT
Based on the Illinois Learning Standards and ISAT Samples and Specifications
SCIENCE IS THINKING: Inquiry, Data Analysis, forming a hypothesis, observation; measurement, evaluating an outcome.
|Biology, Genetics, and Reproduction |Botany |
|amoeba |carbon dioxide |
|bacteria, bacterium |classification |
| |efficient |
|bio (prefix) |food chain |
|carnivorous |herb |
| |herbivore |
|carnivore |osmosis |
|cell |oxygen |
| |palmate |
|classification |solar energy |
|disease |structure |
| | |
|dominant | |
|euglena | |
| | |
|flagellum | |
|heredity | |
| | |
|meiosis | |
|mitosis | |
| | |
|omnivore | |
|organism | |
| | |
|osmosis | |
|population | |
| | |
|recessive | |
|reproduction | |
| | |
|relate | |
| | |
| | |
|Matter and Energy |The Earth’s Structure and Processes, including ecosystems |
|acids |biodegradable |
|bases |condensation |
| | |
|buoyancy |consume |
|chemical energy |climate |
| | |
|compound |crust |
|electricity |distribution |
| | |
|diffuse |ecosystem |
|diffraction |erode |
| | |
|energy |food web |
|friction |fossil |
| | |
|heat |habitat |
|light |igneous |
| | |
|light waves |layer |
|magnetism |metamorphic |
| | |
|property |parasite |
|reflection |rock cycle |
| | |
|refract |sedimentary |
|solution |water cycle |
| | |
|substance | |
| | |
| | |
|ASTRONOMY |Science, Technology, Society, and Safety |
|air mass |average |
|atmosphere |biodegradable |
| | |
|constellation |conclusion |
|gravity |estimate |
| | |
|hemisphere |experiment |
|mass |investigate |
| | |
|orbit |measure |
|planets |rate |
| | |
|rotation |recycle |
|solar system |research |
| | |
|star |strategy |
|weight |visual observation |
| | |
Core Reading Standards for Seventh Grade
|READING LITERATURE |READING INFORMATIONAL TEXT/NONFICTION |
|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |
|1. Cite several pieces of textual evidence to support analysis of what |1. Cite several pieces of textual evidence to support analysis of what the |
|the text says explicitly as well as inferences drawn from the text. |text says explicitly as well as inferences drawn from the text. |
|2. Determine a theme or central idea of a text and analyze its |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 |development over the course of the text; provide an objective summary of |
|the text. |the text. |
|3. Analyze how particular elements of a story or drama interact (e.g., |3. Analyze the interactions between individuals, events, and ideas in a |
|how setting shapes the characters or plot). |text (e.g., how ideas influence individuals or events, or how individuals |
| |influence ideas or events). |
|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |
|4. Determine the meaning of words and phrases as they are used in a text,|4. Determine the meaning of words and phrases as they are used in a text, |
|including figurative and connotative meanings; analyze the impact of |including figurative, connotative, and technical meanings; analyze the |
|rhymes and other repetitions of sounds (e.g., alliteration) on a specific|impact of a specific word choice on meaning and tone. |
|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., soliloquy, |5. Analyze the structure an author uses to organize a text, including how |
|sonnet) contributes to its meaning. |the major sections contribute to the whole and to the development of the |
| |ideas. |
|6. Analyze how an author develops and contrasts the points of view of |6. Determine an author’s point of view or purpose in a text and analyze how|
|different characters or narrators in a text. |the author distinguishes his or her position from that of others. |
|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |
|7. Compare and contrast a written story, drama, or poem to its audio, |7. Compare and contrast a text to an audio, video, or multimedia version of|
|filmed, staged, or multimedia version, analyzing the effects of |the text, analyzing each medium’s portrayal of the subject (e.g., how the |
|techniques unique to each medium (e.g., lighting, sound, color, or camera|delivery of a speech affects the impact of the words). |
|focus and angles in a film). | |
|8. (Not applicable to literature) |8. 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. |
|9. Compare and contrast a fictional portrayal of a time, place, or |9. Analyze how two or more authors writing about the same topic shape their|
|character and a historical account of the same period as a means of |presentations of key information by emphasizing different evidence or |
|understanding how authors of fiction use or alter history. |advancing different interpretations of facts. |
|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |
|10. By the end of the year, read and comprehend literature, including |10. By the end of the year, read and comprehend literary nonfiction in the |
|stories, dramas, and poems, in the grades 6–8 text complexity band |grades 6–8 text complexity band proficiently, with scaffolding as needed at|
|proficiently, with scaffolding as needed at the high end of the range. |the high end of the range. |
CPS Reading Targets—SEVENTH GRADE
By the end of Grade 7, students will:
Comprehension
□ Infer meaning to determine main idea and/or themes of a text and analyze theme development by citing textual evidence
□ Identify and interpret the themes, morals, and/or lessons of a variety of grade-appropriate text
□ Analyze two or more themes or central ideas in a text and how they relate to one another, drawing on key details
□ Analyze the impact of a specific word choice on meaning and tone, including figurative and connotative meanings
□ Describe an author’s point of view or purpose in a text and analyze how the author distinguishes his or her point of view from that of others
□ Identify and describe the external and internal conflicts in grade-appropriate text
□ Compare and contrast the impression conveyed by a printed text, to listening or viewing a video/multimedia presentation (e.g., analyzing how the delivery of a speech affects its impact)
□ Compare and contrast a text to its film, stage, or multimedia version including examining some techniques unique to each medium (e.g., lighting, sound, color, camera focus, and angles)
Literary Text
□ Analyze how particular lines of dialogue or specific incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision
□ Identify a subtly described setting and explain how the setting is important to the plot in grade-appropriate text
□ Identify rhyme scheme and sound devices (e.g., alliteration, onomatopoeia) in grade-appropriate poetry
□ Analyze a specific case in which a modern work of fiction draws on patterns of events or character types found in traditional literature (e.g., the hero, the quest)
Informational Text
□ Determine the effectiveness of text organization (e.g., sequence, including chronology and enumeration; description; cause and effect; comparison and contrast; problem and solution) in grade-appropriate text
□ Use text features (e.g., italics, photographs, illustrations, captions, labels, legends, charts, tables, sidebars, graphs, maps, and timelines) to aid comprehension and make connections between the text features and grade-appropriate text
□ Identify the stated and unstated premises of an argument and explain how they contribute to the conclusions reached
□ Analyze where two or more texts provide conflicting information on the same subject to determine whether the texts disagree on matters of fact or on matters of interpretation
Fluency
□ Read and comprehend informational and narrative grade-appropriate texts fluently and accurately
□ Recognize errors during reading that interfere with the meaning, use self-correcting strategies, and adjust reading rate
Vocabulary
□ Determine word meanings using structural analysis (e.g., roots, affixes, etc.) or context (whether stated directly or inferred) through use of definition, restatement, example, and compare/contrast
□ Use grade-appropriate academic vocabulary (e.g., science, math, social science, technology) and English language arts-specific words and phrases (e.g., poetry, literature) taught directly and gained through reading and responding to text
Speaking and Listening
□ Initiate and engage actively in group discussion on grade 6 topics and texts by:
o Building on others’ ideas by asking relevant questions and contributing appropriate and essential information
o Cooperating with classmates to set clear goals, deadlines, and establish roles
o Explaining own ideas, thoughts, and understanding clearly, and in a sequential order
□ Prepare for discussions by having read or studied material, and explicitly draw on the material to explore ideas for discussions
□ Present information using appropriate eye contact, adequate volume, and clear pronunciation
□ Adapt speech for appropriate audience, context, and task
Core Writing Standards for Seventh Grade
|TEXT TYPES AND PURPOSES |
|1. Write arguments to support claims with clear reasons and relevant evidence. |
|Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. |
|Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. |
|Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. |
|Establish and maintain a formal style. |
|Provide a concluding statement or section that follows from and supports the argument presented. |
|2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of |
|relevant content. |
|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. |
|Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. |
|Use appropriate transitions to create cohesion and 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 formal style. |
|Provide a concluding statement or section that follows from and supports the information or explanation presented. |
|3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event |
|sequences. |
|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. |
|Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. |
|Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. |
|Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. |
|Provide a conclusion that follows from and reflects on the narrated experiences or events. |
|PRODUCTION AND DISTRIBUTION OF WRITING |
|4. 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 above.) |
|5. 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. |
|6. 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. |
|RESEARCH TO BUILD AND PRESENT KNOWLEDGE |
|7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and|
|investigation. |
|8. 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. |
|9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |
|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”). |
|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”). |
|RANGE OF WRITING |
|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. |
CPS Writing Targets—SEVENTH GRADE
By the end of Grade 7, students will:
Process
□ Engage in the writing process to develop good writing habits
□ Use the writing process for a variety of purposes (e.g., narrative, expository and persuasive) and audiences
□ Read and discuss work of published authors; study what they do as writers, and imitate what they noticed, in an effort to strengthen writing
□ Revise and edit for organization, coherence, and quality after reviewing their work through discussion and conferences, with classmates and teachers
□ Use available resources to design, produce, and present compositions and multimedia works
Inquiry and Research
□ Generate questions of interest around issues gained from experiences (e.g., field trips, news, discussions, text, and/or digital media) as sources of information
□ Gather relevant information from multiple sources and assess the credibility and accuracy of sources
□ Write explanatory texts on chosen topics utilizing relevant facts
□ Quote, paraphrase, and cite the source of their research
□ Use text, graphic materials, or visual aids to present information (e.g., charts, written reports, banners, maps, models, artifacts, student-created games, multimedia)
□ Present information in appropriate format that was gathered by either inquiry or research (e.g., interviews, surveys, software, presentations)
Communication through Writing
□ Value writing as a way of expressing themselves (e.g., short story, poetry, play, song, parody, letters)
□ Write for a variety of purposes, audiences, and time constraints
□ Use appropriate language, detail, and format for a specified audience
□ Use the characteristics of a well-developed narrative, expository, and persuasive piece
□ Compose a multi-paragraph piece that presents one position of an issue with sufficient support
Organization, Coherence, and Quality
□ Elaborate ideas through facts, evidence, details, descriptions, reasons, and narration
□ Use strong verbs, adjectives, adverbs, and prepositional phrases to enrich written language
□ Organize a coherent structure appropriate to audience and context using paragraphs while writing narrative, expository, and persuasive pieces
□ Compose topic sentences while establishing and maintaining focus throughout a paragraph or writing piece
□ Use transition words to connect ideas within and across paragraphs
□ Develop multi-paragraph compositions that include introduction, first- and second-level support, and a conclusion
Conventions
□ Edit own work for grammar, punctuation, conventional spelling, and revise accordingly
□ Demonstrate appropriate use of various parts of speech
□ Write paragraphs that include a variety of sentence lengths and types (e.g., declarative, interrogative, exclamatory, imperative)
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