Delaware English Language Arts KUD



GRADE 7- Text Types and Purposes

Writing Standard 1

|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (1): |

|Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient |

|evidence. |

|CCSS – Grade Specific Writing Standard 1: Text Types and Purposes |

|Grade 6: Write arguments to |Grade 7: Write arguments to |Grade 8: Write arguments to |

|support claim(s) with clear |support claim(s) with clear |support claim(s) with clear reasons |

|reasons and relevant evidence. |reasons and relevant evidence. |and relevant evidence. |

|a. Introduce claim(s) and organize the |a. Introduce claim(s), acknowledge alternate |a. Introduce claim(s), acknowledge and |

|reasons and evidence clearly. |or opposing claim(s), and organize the reasons|distinguish the claim(s) from alternate or |

|b. Support claim(s) with clear reasons and |and evidence logically. |opposing claim(s), and organize the reasons and |

|relevant evidence, using credible sources and|b. Support claim(s) with logical reasoning and|evidence logically. |

|demonstrating an understanding of the topic |relevant evidence, using accurate, credible |b. Support claim(s) with logical reasoning and |

|or text. |sources and demonstrating an understanding of |relevant evidence, using accurate, credible |

|c. Use words, phrases, and clauses to clarify|the topic or text. |sources and demonstrating an understanding of the|

|the relationships among claim(s) and reasons.|c. Use words, phrases, and clauses to create |topic or text. |

| |cohesion and clarify the relationships among |c. Use words, phrases, and clauses to create |

|d. Establish and maintain a formal style. |claim(s), reasons, and evidence. |cohesion and clarify the relationships among |

|e. Provide a concluding |d. Establish and maintain a formal style. |claim(s), counterclaim(s), reasons, and evidence.|

|statement or section that |e. Provide a concluding statement or | |

|follows from the argument |section that follows from and supports the |d. Establish and maintain a formal style. |

|presented. |argument presented. |e. Provide a concluding statement or section |

| | |that follows from and supports the argument |

| | |presented. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Persuasion and argument |Good persuasive writers control the message by|Identify a debatable issue |

|Difference between relevant and irrelevant |addressing the needs of the audience and |Distinguish the pros and cons |

|evidence |building a reasoned and logical case to |Select a position/claim |

|Reason(s) (e.g., position, claims, support, |support a clear position. |Develop a position/claim |

|debatable issue as opposed to single-sided | |Use primary and secondary sources to locate, |

|issue or report topic) |Good authors use model/examples texts to guide|sort, and select reasons based on facts, |

|Evidence (e.g., examples, statistics, data, |them as they compose their own persuasive |examples, and/or evidence for both sides |

|credible personal and expert opinions, facts)|pieces. |acknowledging the opposing point of view |

|Style (e.g., formal, informal, specific to | |differentiating between relevant and irrelevant |

|audience) | |reasons/evidence |

|Clear reasons and relevant evidence (e.g., | |including an appropriate variety of |

|relevant facts, statistics, credible personal| |reasons/evidence including primary and secondary |

|and expert opinions and/or examples) | |sources |

|Reasoned and logical argument/case | |addressing the needs of the audience |

|Primary sources | |prioritizing the reasons/evidence |

|Secondary sources (e.g., UDLib/Search) | |Select an appropriate writing format |

|Effective introduction (e.g., one that takes | |Write arguments to support claim(s) with clear |

|a clear position, clarifies the issue, offers| |reasons and relevant evidence by: |

|solutions/action, provides background | |introducing claim(s) |

|information, commands reader’s attention) | |organizing the reasons and evidence logically |

|Awareness of audience | |supporting claim(s) with logical reasoning and |

|Organizational pattern/ structure | |relevant evidence, using accurate, credible |

|Cohesive and transitional devices (e.g., | |sources and demonstrating an understanding of the|

|words, phrases, clauses) | |topic or text |

|Strategies for dealing with opposing point of| |acknowledging alternate or opposing claim(s), |

|view (e.g., rebuttal, concession, | |providing a concluding statement or section that |

|acknowledgement) | |follows from and supports the argument presented.|

|Effective persuasive and propaganda | |using words, phrases, and clauses, as well as |

|techniques (e.g., appeal to emotion, | |varied syntax to link the major sections of the |

|testimonial; avoiding logical fallacies such | |text, create cohesion and clarify the |

|as name calling, exaggeration, bandwagon) | |relationships between claim(s), between reasons, |

|Effective rhetorical devices (e.g., | |and evidence, between claim(s) and |

|rhetorical question, repetition, direct | |counterclaim(s) |

|address) | |establishing and maintaining a formal, consistent|

|Format choices (e.g., business letter, | |and appropriate style |

|editorial, review, advertisements) | | |

|Effective conclusion (e.g., one that provides| | |

|call to action/next step or answers the “so | | |

|what” question, moves beyond summary) | | |

|Range of Writing |

|CCSS – Grade Specific Writing Standard 10 (Grade 7) |

|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. |

GRADE 7- Text Types and Purposes

Writing Standard 2

|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (2): |

|Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective |

|selection, organization, and analysis of content. |

|CCSS – Grade Specific Writing Standard 2: Text Types and Purposes |

|Grade 6: Write informative/ |Grade 7: Write informative/ |Grade 8: Write informative/ |

|explanatory texts to examine a |explanatory texts to examine a |explanatory texts to examine a |

|topic and convey ideas, |topic and convey ideas, concepts, |topic and convey ideas, |

|concepts, and information |and information through the |concepts, and information |

|through the selection, |selection, organization, and |through the selection, |

|organization, and analysis of |analysis of relevant content. |organization, and analysis of |

|relevant content. |a. Introduce a topic clearly, previewing what is |relevant content. |

|a. Introduce a topic; organize ideas, |to follow; organize ideas, concepts, and |a. Introduce a topic clearly, previewing what |

|concepts, and information, using strategies |information, using strategies such as definition,|is to follow; organize ideas, concepts, and |

|such as definition, classification, |classification, comparison/contrast, and |information into broader categories; include |

|comparison/contrast, and cause/effect; |cause/effect; include formatting (e.g., |formatting (e.g., headings), graphics (e.g., |

|include formatting (e.g., headings), graphics|headings), graphics (e.g., charts, tables), and |charts, tables), and multimedia when useful to|

|(e.g., charts, tables), and multimedia when |multimedia when useful to aiding comprehension. |aiding comprehension. |

|useful to aiding comprehension. |b. Develop the topic with relevant facts, |b. Develop the topic with relevant, |

|b. Develop the topic with relevant facts, |definitions, concrete details, quotations, or |well-chosen facts, definitions, concrete |

|definitions, concrete details, quotations, or|other information and examples. |details, quotations, or other information and |

|other information and examples. |c. Use appropriate transitions to create cohesion|examples. |

|c. Use appropriate transitions to clarify the|and clarify the relationships among ideas and |c. Use appropriate and varied transitions to |

|relationships among ideas and concepts. |concepts. |create cohesion and clarify the relationships |

|d. Use precise language and domain-specific |d. Use precise language and domain-specific |among ideas and concepts. |

|vocabulary to inform about or explain the |vocabulary to inform about or explain the topic. |d. Use precise language and domain-specific |

|topic. |e. Establish and maintain a formal style. |vocabulary to inform about or explain the |

|e. Establish and maintain a formal style. |f. Provide a concluding statement or section |topic. |

|f. Provide a concluding statement or |that follows from and supports the information or|e. Establish and maintain a formal style. |

|section that follows from the |explanation presented. |f. Provide a concluding |

|information or explanation presented. | |statement or section that |

| | |follows from and |

| | |supports the information |

| | |or explanation |

| | |presented. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Informative/explanatory writing |Good authors of informative/ explanatory writing |Select an interesting, yet manageable, subject|

|Topic |develop texts that examine a topic and convey |for writing or one that meets the requirements|

|Relevant information(e.g., facts, |ideas and information clearly and effectively. |of the assignment |

|definitions, concrete details, personal | |Analyze and use primary and secondary sources |

|experiences, quotations, observations, |Good authors use informative/explanatory writing |to locate, sort (categorize, classify) and |

|interviews) |to communicate information related to real-world |select relevant facts, definitions, concrete |

|Organizational patterns (e.g., definition, |tasks. |details, quotations or other information and |

|classification, comparison/contrast, and | |examples |

|cause/effect) |Good authors use model/example texts to guide |differentiating between relevant and |

|Formatting devices (e.g., headings) |them as they compose informative/expository |irrelevant information |

|Graphics (e.g., charts, tables) |texts. |addressing the needs of the audience |

|Multimedia | |generating new ideas and/or perspectives |

|Domain-specific vocabulary |Good readers and writers write to make meaning of|avoiding plagiarism |

|Use non-literal language (e.g., idioms, |what they read. |selecting an organizational pattern |

|slang, figurative language, dialect pun) | |appropriate for the topic and purpose |

|Style (e.g., formal, informal, specific to | |Select an appropriate writing form |

|audience) | |Write informative/ explanatory texts to |

|Primary sources | |examine a topic and convey ideas, concepts, |

|Secondary sources (e.g., UDLib/Search) | |and information through the selection, |

|Effective introduction/ hook (e.g., one that | |organization, and analysis of relevant content|

|presents a simple thesis and provides | |by |

|necessary background information) | |engaging the reader with an introduction/hook |

|Awareness of audience | |that presents the topic |

|Transition words, phrases, clauses | |introducing the topic clearly previewing what |

|Coherence (paragraph unity, sentence | |is to follow |

|cohesion, parallelism) | |organizing ideas, concepts, and information |

|Forms (e.g., letters to appropriate | |using strategies such as definition, |

|individuals/organizations (editor, boards, | |classification, comparison/contrast, and |

|business), summaries, reports (book, | |cause/effect |

|research), essays, articles (newspaper, | |addressing the needs of the audience |

|magazine), messages/memos, notices, | |developing topic with relevant facts, |

|biography, autobiography, reviews) | |definitions, concrete details, quotations or |

|Effective conclusion that moves beyond | |other information and examples |

|summary (e.g., answer the “so what?” question| |using appropriate transitions to create |

|about the significance of the issue, | |cohesions and clarify the relationships among |

|thought-provoking quote, reinforcing the | |ideas and concepts |

|importance of information) | |using precise language and domain-specific |

| | |vocabulary to inform about or explain the |

| | |topic |

| | |establishing and maintaining a formal style |

| | |including formatting devices, graphics, and |

| | |multimedia when useful to aiding comprehension|

| | |providing a concluding statement or section |

| | |that follows from and supports the information|

| | |or explanation presented |

|Range of Writing |

|CCSS – Grade Specific Writing Standard 10 (Grade 7) |

|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. |

GRADE 7- Text Types and Purposes

Writing Standard 3

|College and Career Readiness (CCR) Anchor Writing Standard Key Ideas and Details (3): |

|Write narratives to develop real or imagined experiences or events using effective technique, well-chosen |

|details, and well-structured event sequences. |

|CCSS – Grade Specific Writing Standard 3: Text Types and Purposes |

|Grade 6: Write narratives to |Grade 7: Write narratives |Grade 8: Write narratives to |

|develop real or imagined |to develop real or imagined |develop real or imagined experiences |

|experiences or events using |experiences or events using |or events using effective technique, |

|effective technique, relevant |effective technique, relevant |relevant descriptive details, and well- |

|descriptive details, and well- |descriptive details, and well- |structured event sequences. |

|structured event sequences. |structured event sequences. |a. Engage and orient the reader by establishing a |

|a. Engage and orient the reader by |a. Engage and orient the reader by |context and point of view and introducing a |

|establishing a context and introducing a |establishing a context and point of view |narrator and/or characters; organize an event |

|narrator and/or characters; organize an event|and introducing a narrator and/or |sequence that unfolds naturally and logically. |

|sequence that unfolds naturally and |characters; organize an event sequence that|b. Use narrative techniques, such as dialogue, |

|logically. |unfolds naturally and logically. |pacing, description, and reflection, to develop |

|b. Use narrative techniques, such as |b. Use narrative techniques, such as |experiences, events, and/or characters. |

|dialogue, pacing, and description, to develop|dialogue, pacing, and description, to |c. Use a variety of transition words, phrases, and |

|experiences, events, and/or characters. |develop experiences, events, and/or |clauses to convey sequence, signal shifts from one |

|c. Use a variety of transition words, |characters. |time frame or setting to another, and show the |

|phrases, and clauses to convey sequence and |c. Use a variety of transition words, |relationships among experiences and events. |

|signal shifts from one time frame or setting |phrases, and clauses to convey sequence and|d. Use precise words and phrases, relevant |

|to another. |signal shifts from one time frame or |descriptive details, and sensory language to |

|d. Use precise words and phrases, relevant |setting to another. |capture the action and convey experiences and |

|descriptive details, and sensory language to |d. Use precise words and phrases, relevant |events. |

|convey experiences and events. |descriptive details, and sensory language |e. Provide a conclusion that follows from and |

|e. Provide a conclusion that follows from |to capture the action and convey |reflects on the narrated experiences or events. |

|the narrated experiences or events. |experiences and events. | |

| |e. Provide a conclusion that follows | |

| |from and reflects on the narrated | |

| |experiences or events. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Narrative writing |Good authors of narrative writing |Select/identify real or imagined experiences or |

|Topic |effectively develop stories to immerse the |event(s) to tell about |

|Event(s) (topic and situation-what happened. |reader in the experience or event |Select/identify point of view through which the |

|For example, “my dog” is a topic; “my dog ate| |narrative will be told |

|my homework” is an event) |Good authors use model/example texts to |Select/identify details about an event(s) and |

|Character types |guide them as they compose their own |people |

|Narrator |narrative pieces. |differentiating between relevant and irrelevant |

|Dialogue | |details |

|Elaboration |Good authors use narrative elements to |addressing the needs of the audience |

|Awareness of audience |develop other kinds of writing such as |selecting an organizational pattern appropriate for|

|Description |argumentative and informational texts. |the topic and purpose |

|Reaction/response (e.g., Why was the event | |Select an appropriate writing form |

|important? How did the event make you feel?)| |Write narratives to |

|Organizational pattern(s)/sequence of events | |develop real or imagined experiences or events |

|(e.g., chronological, reflective, flashback) | |using effective technique, descriptive details, and|

|Relevant, concrete details/examples | |well-structured event sequences by |

|Difference between relevant and irrelevant | |engaging the reader by |

|details | |establishing a context and |

|Sensory images (e.g., figurative language: | |point of view introducing a narrator and/or |

|descriptions of how things look, feel, smell,| |characters |

|taste, sound) | |organizing an event sequence that unfolds naturally|

|Transitional words and phrases | |and logically |

|Coherence (paragraph unity, sentence | |using narrative techniques, such as dialogue, |

|cohesion, parallelism) | |description, and pacing, to develop experiences, |

|Closure/ending/conclusion | |events and/or characters |

|Forms (e.g., short stories, journals, poems, | |using a variety of transition words, phrases, and |

|personal essays, memoir) | |clauses to convey sequence and signal shifts from |

|Mood/reader’s reaction (e.g., humorous, | |one time frame or setting to another |

|light, mysterious) | |using precise words and phrases, relevant |

| | |descriptive details, and sensory language to |

| | |capture the action and convey experiences and |

| | |events |

| | |providing a conclusion that follows from the |

| | |narrated experiences or events |

|Range of Writing |

|CCSS – Grade Specific Writing Standard 10 (Grade 7) |

|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. |

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