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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