Courses of Study : English Language Arts (Grade 7)

Recurring Standards
Reception
English Language Arts (2021)
Grade(s): 7
All Resources: 14
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 10
R1. Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
Unpacked Content
Teacher Vocabulary:
R1.
  • Active listening
  • Discussion
  • Conversation
  • Rules
  • Participation
Knowledge:
R1. Students know:
  • Active listening skills.
  • How to engage in discussions and conversations in a variety of settings.
  • Agreed-upon rules for participation.
Skills:
R1. Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.
Understanding:
R1. Students understand that:
  • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.
English Language Arts (2021)
Grade(s): 7
All Resources: 3
Classroom Resources: 3
R2. Use context clues to determine meanings of unfamiliar spoken or written words.
Unpacked Content
Teacher Vocabulary:
R2.
  • Context clues
  • Determine
  • Unfamiliar spoken words
  • Unfamiliar written words
Knowledge:
R2. Students know:
  • Context clues in speech or text can provide the meaning of unfamiliar words.
  • There are different types of context clues, including inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
  • Context clues in text are often indicated by punctuation marks.
Skills:
R2. Students are able to:
  • Use context clues to determine the meanings of unfamiliar words in speech.
  • Use context clues to determine the meanings of unfamiliar words in text.
Understanding:
R2. Students understand that:
  • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.
Expression
English Language Arts (2021)
Grade(s): 7
All Resources: 6
Lesson Plans: 1
Classroom Resources: 5
R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R3.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively
Knowledge:
R3. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.
Skills:
R3. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.
Understanding:
R3. Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021)
Grade(s): 7
All Resources: 15
Learning Activities: 1
Lesson Plans: 2
Classroom Resources: 12
R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R4.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R4. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R4. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R4. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts (2021)
Grade(s): 7
All Resources: 3
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 1
R5. Assess the formality of occasions in order to speak or write using appropriate language and tone.
Unpacked Content
Teacher Vocabulary:
R5.
  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone
Knowledge:
R5. Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.
Skills:
R5. Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.
Understanding:
R5. Students understand that:
  • Different situations require different types of languages and tones.
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
R6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Unpacked Content
Teacher Vocabulary:
R6.
  • Adapt
  • Speech
  • Contexts
  • Tasks
  • Command
  • Formal English
Knowledge:
R6. Students know:
  • Some contexts and tasks require formal English speech, while others permit more casual speech.
Skills:
R6. Students are able to:
  • Adapt speech to a variety of contexts and tasks.
  • Demonstrate command of formal spoken English when appropriate.
Understanding:
R6. Students understand that:
  • Certain contexts and tasks will require them to speak in formal English.
  • They can change their speech, such as the vocabulary and sentence structure used, depending on the occasion.
Critical Literacy
Process and employ information for a variety of academic, occupational, and personal purposes.
Reception
Reading
English Language Arts (2021)
Grade(s): 7
All Resources: 5
Lesson Plans: 1
Classroom Resources: 4
1. Evaluate the contributions of informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings, to develop central and supporting ideas.
Unpacked Content
Teacher Vocabulary:
1.
  • Informational text elements
  • Categories
  • Point of view
  • Purpose
  • Figurative word meaning
  • Connotative word meaning
  • Technical word meaning
  • Central ideas
  • Supporting ideas
Knowledge:
1. Students know:
  • Informational text elements develop central and supporting ideas.
  • Categories, point of view, purpose, figurative, connotative, and technical word meanings are types of informational text elements that develop central and supporting ideas.
Skills:
1. Students are able to:
  • Identify informational text elements, including categories, point of view, purpose, and figurative, connotative, and technical word meanings.
  • Evaluate the contribution of specific informational text elements to developing the central and supporting ideas in a text.
Understanding:
1. Students understand that:
  • Authors choose to use particular informational text elements to support the development of the central and supporting ideas of a text.
English Language Arts (2021)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
2. Evaluate how effectively an author uses structures of informational texts, including comparison and contrast, problem and solution, cause and effect, and substantiated or unsubstantiated claims and evidence, to achieve a purpose.
Unpacked Content
Teacher Vocabulary:
2.
  • Informational text structures
  • Comparison and contrast
  • Problem and solution
  • Cause and effect
  • Substantiated claim
  • Unsubstantiated claim
  • Evidence
  • Author's purpose
Knowledge:
2. Students know:
  • Authors use particular informational text structures to achieve an intended purpose.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Substantiated claims will have relevant, credible supporting evidence, while unsubstantiated claims will not.
Skills:
2. Students are able to:
  • Identify the structure of informational text.
  • Evaluate the effectiveness of the text structure in achieving the author's intended purpose.
Understanding:
2. Students understand that:
  • Authors choose to format their informational text in a particular structure to achieve a specific purpose.
English Language Arts (2021)
Grade(s): 7
All Resources: 16
Learning Activities: 4
Classroom Resources: 12
3. Explain how the author's choice of setting, plot, characters, theme, conflict, dialogue, and point of view contribute to and/or enhance the meaning and purpose of prose and poetry, using textual evidence from the writing.
Unpacked Content
Teacher Vocabulary:
3.
  • Setting
  • Plot
  • Characters
  • Theme
  • Conflict
  • Dialogue
  • Point of view
  • Author's purpose
  • Prose
  • Poetry
  • Textual evidence
Knowledge:
3. Students know:
  • Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
  • An author's use of literary elements can indicate the author's purpose for writing the text.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
  • Analysis of a text should be supported with text evidence from the writing.
Skills:
3. Students are able to:
  • Identify the setting, plot, characters, theme, conflict, dialogue, and point of view in prose and poetry.
  • Explain how literary elements contribute to and/or enhance the meaning and purpose of prose and poetry.
  • Support their explanations of literary elements with textual evidence.
Understanding:
3. Students understand that:
  • Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
  • Literary elements contribute to and/or enhance the meaning and purpose of poetry and prose.
  • When they analyze a text, they should include text evidence to support their claims.
English Language Arts (2021)
Grade(s): 7
All Resources: 6
Learning Activities: 4
Classroom Resources: 2
4. Evaluate literary devices to support interpretations of literary texts using textual evidence, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.
Unpacked Content
Teacher Vocabulary:
4.
  • Literary devices
  • Literary texts
  • Textual evidence
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Imagery
  • Tone
  • Symbolism
  • Irony
  • Mood
Knowledge:
4. Students know:
  • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
  • Evaluating literary devices that are used in a text can support a personal interpretation of a text.
Skills:
4. Students are able to:
  • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, and mood.
  • Evaluate how an author's use of literary devices supports an interpretation of the text.
  • Cite evidence from the text to support their evaluations.
Understanding:
4. Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Literary devices contribute to the literal and/or figurative interpretation of a text.
Listening
English Language Arts (2021)
Grade(s): 7
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
5. Evaluate rhetorical strategies used to develop central and supporting ideas in recorded or live presentations, including point of view, purpose, comparison, categories, and word meanings (figurative, connotative, and technical).
Unpacked Content
Teacher Vocabulary:
5.
  • Rhetorical strategies
  • Central ideas
  • Supporting ideas
  • Recorded presentations
  • Live presentations
  • Point of view
  • Purpose
  • Comparison
  • Categories
  • Figurative word meaning
  • Connotative word meaning
  • Technical word meaning
Knowledge:
5. Students know:
  • Speakers utilize specific rhetorical strategies in their presentations to convey meaning.
  • Rhetorical strategies that can develop central and supporting ideas include point of view, purpose, comparison, categories, and word choice.
  • Speakers develop the central idea of their presentation by including supporting details to further elaborate on the presentation's central meaning.
Skills:
5. Students are able to:
  • Identify a speaker's rhetorical strategies related to point of view, purpose, comparison, categories, and word choice.
  • Evaluate an author's rhetorical choices related to point of view, purpose, comparison, categories, and figurative, connotative, and technical word meanings.
  • Evaluate how a speaker's rhetorical choices developed the central and supporting ideas of the presentation.
Understanding:
5. Students understand that:
  • When creating and presenting a presentation, speakers make specific decisions about structure, format, and vocabulary to accurately convey their central and supporting ideas.
English Language Arts (2021)
Grade(s): 7
All Resources: 0
6. Evaluate the speaker's use of hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in a live or recorded presentation.
Unpacked Content
Teacher Vocabulary:
6.
  • Hyperbole
  • Tone
  • Symbolism
  • Imagery
  • Mood
  • Irony
  • Onomatopoeia
  • Recorded presentations
  • Live presentations
Knowledge:
6. Students know:
  • Speakers often include literary techniques and figurative language to create a particular tone and mood.
  • Analyzing literary devices that are used in a presentation can support understanding of the presentation.
Skills:
6. Students are able to:
  • Identify hyperbole, tone, symbolism, imagery, mood, irony, and onomatopoeia in presentations.
  • Evaluate how an speaker's use of literary techniques impacts the meaning of the presentation.
Understanding:
6. Students understand that:
  • Speakers often use figurative language and literary techniques to develop tone and mood in their presentations.
  • Analyzing a speaker's use of literary techniques in a presentation can help them interpret and comprehend the meaning of the presentation.
Expression
Writing
English Language Arts (2021)
Grade(s): 7
All Resources: 19
Learning Activities: 1
Lesson Plans: 1
Classroom Resources: 17
7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language.

a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback).

b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant.

c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources.
Unpacked Content
Teacher Vocabulary:
7.
  • Narrative writing
  • Argument writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language
7a.
  • Narratives
  • Series of events
  • Literary elements
  • Purpose
  • Narrative techniques
  • Dialogue
  • Pacing
  • Description
  • Reflection
  • Sequencing
  • Chronological
  • Flashback
7b.
  • Informative/explanatory text
  • Organized structure
  • Formal style
  • Transitions
  • Precise vocabulary
  • Credible information/data
7c.
  • Argument
  • Defend a position
  • Claim
  • Alternate/opposing claim
  • Relevant evidence
  • Accurate sources
  • Credible sources
Knowledge:
7. Students know:
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.
7a.
  • A narrative is a piece of writing that tells a story.
  • Narrative writing includes literary elements, like characters, setting, point of view, conflict, and resolution, and narrative techniques, such as dialogue, pacing, description, and reflection.
  • The plot is a series of events in a narrative text.
  • Events in narrative writing can be sequenced chronologically or include flashbacks to a previous time frame.
7b.
  • Informative or explanatory text is writing that provides factual information that was gathered from multiple credible research sources.
  • Informative or explanatory text has organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion.
  • Informative or explanatory writing should include academic, content-specific technical word meanings.
  • Words that indicate transitions.
7c.
  • The purpose of argumentative writing is to defend an opinion.
  • Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, acknowledging opposing claims, and a concluding statement.
  • Evidence to support the argument must be collected from various accurate and credible sources.
Skills:
7. Students are able to:
  • Produce clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.
7a.
  • Write a narrative with a coherent sequence of plot events and a clear purpose.
  • Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution.
  • Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection.
7b.
  • Gather credible information and data from multiple sources.
  • Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words.
7c.
  • Write an argument to defend a position.
  • Include a claim and relevant evidence in argumentative writing.
  • Acknowledge alternate or opposing claims in argumentative writing.
  • Gather evidence from accurate and credible sources to support the claim.
Understanding:
7. Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.
7a.
  • Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution.
  • Literary techniques are tools that can be used to create a piece of narrative writing.
  • Literary elements and techniques in narrative writing contribute to the overall meaning and purpose of the text.
7b.
  • Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary.
  • They must gather their information and data about the topic from multiple credible research sources.
  • Using credible information/data can support a writer's ideas and claims.
  • Writers elaborate details included in the text by using formal academic, content-specific technical words.
7c.
  • To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources.
  • An argument can be more effective if a writer acknowledges opposing viewpoints.
Speaking
English Language Arts (2021)
Grade(s): 7
All Resources: 0
8. Participate in collaborative discussions about arguments by evaluating claims, findings, and evidence from a source.
Unpacked Content
Teacher Vocabulary:
8.
  • Collaborative discussion
  • Arguments
  • Claims
  • Findings
  • Evidence
Knowledge:
8. Students know:
  • The purpose of collaborative discussions using information from an argumentative information source.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
  • The components of argumentative writing, such as claims, findings, and evidence.
Skills:
8. Students are able to:
  • Engage in a collaborative discussion about arguments.
  • Evaluate claims, findings, and evidence to support their discussion.
  • Use information from a source to support collaborative discussions.
Understanding:
8. Students understand that:
  • A reader must evaluate an argument to determine its overall merit.
  • Active participation in discussions requires students to listen and respond to other thoughts and ideas.
English Language Arts (2021)
Grade(s): 7
All Resources: 9
Lesson Plans: 1
Classroom Resources: 8
9. Participate in collaborative discussions about prose and poetry by evaluating the use of literary devices and elements.
Unpacked Content
Teacher Vocabulary:
9.
  • Collaborative discussions
  • Prose
  • Poetry
  • Literary devices
  • Literary elements
Knowledge:
9. Students know:
  • The purpose of collaborative discussions related to prose and poetry.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
  • Literary text often includes literary devices such as personification, imagery, alliteration, onomatopoeia, symbolism, metaphor, and simile.
  • Literary elements within a story include the theme, plot, and point of view.
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
Skills:
9. Students are able to:
  • Participate in discussions about prose and poetry.
  • Identify and discuss literary devices and elements in poetry and prose.
  • Evaluate how prose and poetry use literary devices and elements for an intended purpose.
Understanding:
9. Students understand that:
  • Comprehension of poetry and prose can be demonstrated by engaging in a collaborative discussion about a text.
  • A reader must evaluate the use of literary elements and devices in prose and poetry to understand the literal and figurative meaning of the text.
  • Active participation in discussions requires students to listen and respond to others' thoughts and ideas.
Digital Literacy
Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
Reception
Reading
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
10. Assess subject, occasion, audience, purpose, tone, and credibility of various digital sources.

Examples: online academic journals, social media, blogs
Unpacked Content
Teacher Vocabulary:
10.
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility
  • Digital sources
Knowledge:
10. Students know:
  • Digital sources, such as online academic journals, social media, and blogs, have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
Skills:
10. Students are able to:
  • Assess the subject, occasion, audience, purpose, tone, and credibility of digital sources.
Understanding:
10. Students understand that:
  • It is important to evaluate the credibility of digital sources.
  • Digital sources will focus on different subjects, be used on different occasions, are created with different intended audiences, have different purposes, and a variety of tones.
English Language Arts (2021)
Grade(s): 7
All Resources: 6
Learning Activities: 3
Classroom Resources: 3
11. Compare and contrast the effectiveness of techniques used in a variety of digital sources to generate and answer literal, interpretive, and applied questions and create new understandings.
Unpacked Content
Teacher Vocabulary:
11.
  • Compare and contrast
  • Literal questions
  • Interpretive questions
  • Applied questions
Knowledge:
11. Students know:
  • Strategies to compare and contrast the effectiveness of techniques used in a variety of digital resources.
  • Text sources can be used to create and answer questions, as well as develop new understandings.
  • Literal questions are those that can be answered using information directly from the text.
  • Interpretive questions are those that can be answered by inferring information from the text.
  • Applied questions are those that can be answered using information inferred from the text and a reader's background knowledge and experience.
Skills:
11. Students are able to:
  • Compare and contrast specific techniques identified across multiple digital sources.
  • Generate and answer literal, interpretive, and applied questions in response to reading a digital source.
  • Create new understandings in response to reading digital sources.
Understanding:
11. Students understand that:
  • Different techniques are used across digital texts.
  • Comparing and contrasting the effectiveness of an author's use of particular techniques deepens their understanding of digital text structures.
  • There are three levels of questions that can be generated: literal, interpretive, and applied.
  • Generating and answering a variety of questions helps to develop new understandings.
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
12. Determine the intended purposes of techniques used for rhetorical effect in multiple digital sources.
Unpacked Content
Teacher Vocabulary:
12.
  • Rhetorical effects
  • Digital sources
Knowledge:
12. Students know:
  • Techniques used for rhetorical effect.
Skills:
12. Students are able to:
  • Identify the purpose and effect of rhetorical choices in a digital text.
Understanding:
12. Students understand that:
  • Rhetorical choices contribute to the overall meaning of a digital text.
  • Rhetorical choices have specific effects on the text's meaning.
Listening
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
13. Interpret language through active listening to determine subject, occasion, audience, purpose, tone, and credibility of digital sources.
Unpacked Content
Teacher Vocabulary:
13.
  • Active listening
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
  • Credibility
  • Digital source
Knowledge:
13. Students know:
  • Active listening skills.
  • Digital sources have various subjects, appropriate occasions, intended audiences, purposes, and tones.
  • A credible source is free from bias and supported with relevant evidence.
Skills:
13. Students are able to:
  • Listen and interpret various attributes of a digital source, including its subject, occasion, audience, purpose, tone, and overall credibility.
Understanding:
13. Students understand that:
  • Actively listening can help determine and assess important aspects of a digital source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.
Expression
Writing
English Language Arts (2021)
Grade(s): 7
All Resources: 7
Lesson Plans: 1
Classroom Resources: 6
14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.
Unpacked Content
Teacher Vocabulary:
14.
  • Digital products
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
Knowledge:
14. Students know:
  • Necessary skills to create and edit digital products.
  • The intended audience and occasion should be identified before selecting a subject and purpose of a digital product.
Skills:
14. Students are able to:
  • Create and revise a digital text to ensure a clear subject.
  • Create and revise a digital text for an intended audience and occasion.
  • Create and revise a digital text to achieve a particular tone and purpose.
Understanding:
14. Students understand that:
  • Digital products can be used to communicate with a variety of audiences and occasions.
  • They should modify the subject and purpose of their digital products depending on the audience and occasion.
  • Revision is important in establishing a clear purpose and tone in writing a digital text.
  • Revision is important in appealing to a particular audience with a digital text.
  • Revision is important to articulate a clear subject and occasion for writing a digital text.
English Language Arts (2021)
Grade(s): 7
All Resources: 3
Learning Activities: 1
Classroom Resources: 2
15. Utilize digital tools and/or products to enhance meaning.

Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes; social media platforms
Unpacked Content
Teacher Vocabulary:
15.
  • Digital tools/products
Knowledge:
15. Students know:
  • Necessary skills to utilize digital tools.
Skills:
15. Students are able to:
  • Use digital tools or products, such as hashtags, videos, slide presentations, audio clips, GIFS, memes, and social media platforms, to strategically enhance the meaning of digital texts.
Understanding:
15. Students understand that:
  • Digital tools and products can be used to enhance the overall meaning of a text.
Speaking
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
16. Convey ideas in an appropriate digital format with specific attention to subject, occasion, audience, purpose, and tone.
Unpacked Content
Teacher Vocabulary:
16.
  • Digital format
  • Subject
  • Occasion
  • Audience
  • Purpose
  • Tone
Knowledge:
16. Students know:
  • Methods to convey ideas in a digital format.
  • Strategies to determine the subject, occasion, audience, and purpose.
Skills:
16. Students are able to:
  • Convey a particular idea in a digital format.
  • Ensure that a clear subject and occasion are evident in digital writing.
  • Appeal to a particular digital audience.
  • Achieve an intended purpose and tone in a digital text.
Understanding:
16. Students understand that:
  • To effectively convey ideas in a digital format, they should ensure that the subject and occasion are clear; that a particular audience is targeted; that a clear purpose and tone are achieved.
Language Literacy
Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
Reception
Reading
English Language Arts (2021)
Grade(s): 7
All Resources: 8
Learning Activities: 2
Classroom Resources: 6
17. Identify the conventions of standard English grammar and usage in writing.

a. Identify subject-verb agreement with compound subjects joined by correlative and coordinating conjunctions and with collective nouns when verb form depends on the rest of the sentence.

b. Identify the usage of simple, compound, complex, and compound-complex statements and questions to signal differing relationships among ideas in a text.

c. Evaluate the functions of phrases and clauses in general and their function in specific sentences.
Unpacked Content
Teacher Vocabulary:
17.
  • Conventions
  • Standard English grammar
  • Standard English usage
17a.
  • Subject-verb agreement
  • Compound subjects
  • Correlative Conjunctions
  • Coordinating conjunctions
  • Collective nouns
  • Verb forms
17b.
  • Simple statements and questions
  • Compound statements and questions
  • Complex statements and questions
  • Compound-complex statements and questions
17c.
  • Phrases
  • Clauses
Knowledge:
17. Students know:
  • The conventions of standard English grammar and usage.
17a.
  • The subject of a sentence is connected to a verb, and the subject and verb must match in number, case, and person.
17b.
  • Methods to identify the usage of simple, compound, complex, and compound-complex statements and questions in text.
17c.
  • Strategies to evaluate the functions of phrases and clauses.
Skills:
17. Students are able to:
  • Identify conventions of standard English grammar and usage in texts.
17a.
  • Identify subject-verb agreement in a sentence with compound subjects joined by a correlative conjunction.
  • Identify subject-verb agreement in a sentence with compound subjects joined by a coordinating conjunction.
  • Identify subject-verb agreement in a sentence with collective nouns when verb form depends on the rest of the sentence.
17b.
  • Identify various types of statements and questions to assess the relationship of ideas in a text.
17c.
  • Evaluate how phrases and clauses function in general.
  • Evaluate how phrases and clauses function in a particular sentence.
Understanding:
17. Students understand that:
  • Writing should demonstrate the appropriate use of the conventions of standard English grammar and usage.
17a.
  • Particular rules exist for subject-verb choices to ensure accurate use of conventions of standard English.
  • Authors should ensure subject-verb agreement in all sentences, including those with compound subjects, conjunctions, and collective nouns.
17b.
  • Different types of statements and questions are used in writing to describe relationships among ideas.
17c.
  • Particular phrases and clauses are used in writing for emphasis, to convey specific ideas, and to enhance meaning.
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
18. Identify the conventions of standard English capitalization, punctuation, and spelling in a variety of texts.

a. Correct improper usage of commas, apostrophes, quotation marks, colons, and semicolons through peer editing.
Unpacked Content
Teacher Vocabulary:
18.
  • Conventions
  • Standard English capitalization
  • Standard English punctuation
  • Standard English spelling
18a.
  • Commas
  • Apostrophes
  • Quotation marks
  • Colons
  • Semicolons
  • Peer editing
Knowledge:
18. Students know:
  • The conventions of standard English capitalization, punctuation, and spelling.
18a.
  • The proper usage of commas, apostrophes, quotation marks, colons, and semicolons.
  • Strategies to correct punctuation mistakes during the peer editing process.
Skills:
18. Students are able to:
  • Identify the conventions of standard English capitalization, punctuation, and spelling in texts.
18a.
  • Identify and correct punctuation errors through peer editing.
Understanding:
18. Students understand that:
  • A variety of texts can provide examples of the appropriate use of the conventions of standard English capitalization, punctuation, and spelling.
18a.
  • Specific rules for proper usage exist with various forms of punctuation.
  • Peer editing can help revise and correct errors with punctuation in writing.
Listening
English Language Arts (2021)
Grade(s): 7
All Resources: 0
19. Evaluate a speaker's organizational choices to determine point of view, purpose, and effectiveness.
Unpacked Content
Teacher Vocabulary:
19.
  • Evaluate
  • Organizational choices
  • Point of view
  • Purpose
  • Effectiveness
Knowledge:
19. Students know:
  • Speakers organize their speech to indicate the point of view and purpose of the presentation.
  • Listeners can assess a speaker's organizational choices to determine the effectiveness of the presentation.
Skills:
19. Students are able to:
  • Identify and describe a speaker's organizational choices, such as point of view and purpose.
  • Evaluate a speaker's organizational choices to determine the effectiveness of the presentation.
Understanding:
19. Students understand that:
  • Speakers make organizational choices that affect the overall effectiveness of their presentations.
  • Active listening is critical to evaluating the organizational choices of a speaker's presentation.
English Language Arts (2021)
Grade(s): 7
All Resources: 0
20. Identify a speaker's formality of language in order to comprehend, interpret, and respond appropriately.
Unpacked Content
Teacher Vocabulary:
20.
  • Formal language
  • Comprehend
  • Interpret
  • Respond
Knowledge:
20. Students know:
  • Strategies to interpret the formality of a speaker's language.
  • Methods to comprehend, interpret, and respond to oral language.
Skills:
20. Students are able to:
  • Listen to a speaker to determine the formality of language.
  • Listen to a speaker to comprehend for meaning.
  • Listen to a speaker to interpret meaning.
  • Listen to a speaker to respond to the message.
Understanding:
20. Students understand that:
  • Listening is critical in determining the formality of a speaker's language.
  • They must actively listen to comprehend, interpret, and respond to a speaker's message.
Expression
Writing
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
21. Create written work using standard English grammar, usage, and mechanics.

a. Revise their own writing using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semicolons.

b. Construct simple, compound, complex, and compound-complex sentences to represent relationships among ideas.

c. Embed phrases and clauses within a sentence, recognizing and correcting misplaced or dangling modifiers.
Unpacked Content
Teacher Vocabulary:
21.
  • Standard English grammar
  • Standard English usage
  • Standard English mechanics
21a.
  • Revise
  • Mechanics
  • Commas
  • Apostrophes
  • Quotation marks
  • Colons
  • Semicolons
21b.
  • Simple sentences
  • Compound sentences
  • Complex sentences
  • Compound-complex sentences
21c.
  • Phrases
  • Clauses
  • Misplaced modifiers
  • Dangling modifiers
Knowledge:
21. Students know:
  • The conventions of written standard English grammar, usage, and mechanics.
21a.
  • The proper usage of commas, apostrophes, quotation marks, colons, and semicolons.
  • Strategies to correct punctuation mistakes during the revision process.
21b.
  • Strategies to write simple sentences, compound sentences, complex sentences, and compound-complex sentences to express relationships between ideas in writing.
21c.
  • Strategies to embed phrases and clauses within a sentence.
  • The correct usage of modifiers.
  • Methods to correct misplaced or dangling modifiers.
Skills:
21. Students are able to:
  • Demonstrate written command of standard English, grammar, usage, and mechanics.
21a.
  • Revise their own writing with particular emphasis on the proper use of various punctuation marks.
21b.
  • Construct various types of sentences to represent the relationships among ideas, including simple sentences, compound sentences, complex sentences, and compound-complex sentences.
21c.
  • Embed phrases and clauses in their own writing.
  • Revise writing to correct the misuse of modifiers.
Understanding:
21. Students understand that:
  • To clearly communicate in writing, they must use standard English grammar, usage, and mechanics.
21a.
  • Specific rules for proper usage exist with various forms of punctuation.
  • Revision is an important component of the writing process to ensure accurate use of punctuation.
21b.
  • Using different sentence types in their writing can show relationships among ideas.
  • Different sentence types have different impacts on the overall meaning and organization of writing.
21c.
  • Phrases and clauses are impactful elements of writing.
  • Dangling and misplaced modifiers distract from meaning and clarity of their writing.
Speaking
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
22. Choose language that expresses ideas precisely and concisely.
Unpacked Content
Teacher Vocabulary:
22.
  • Precise ideas
  • Clear ideas
Knowledge:
22. Students know:
  • Language that can expresses ideas precisely and concisely.
Skills:
22. Students are able to:
  • Select language to express ideas precisely and concisely when speaking.
Understanding:
22. Students understand that:
  • Proper language choice is important when speaking to convey ideas clearly and effectively.
Research Literacy
Engage in inquiry through the research process to locate, acquire, refine, and present relevant and credible findings in multiple modes.
Reception
Reading
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
23. Implement ethical guidelines while finding and recording information from a variety of primary, secondary, and digital sources.
Unpacked Content
Teacher Vocabulary:
23.
  • Ethical guidelines
  • Primary sources
  • Secondary sources
  • Digital sources
Knowledge:
23. Students know:
  • Ethical guidelines for using primary, secondary, and digital sources in research.
  • Strategies for finding and recording information from primary, secondary, and digital sources.
  • Primary sources are firsthand accounts of events and provide raw information.
  • Secondary sources explain, analyze, or summarize primary sources.
Skills:
23. Students are able to:
  • Implement ethical guidelines during the research process.
Understanding:
23. Students understand that:
  • Ethical guidelines exist to protect original ideas and these guidelines should be followed when using information that was created by someone else.
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
24. Determine the relevance, reliability, and validity of information from nonfiction and fictional printed and/or digital texts.
Unpacked Content
Teacher Vocabulary:
24.
  • Relevance
  • Reliability
  • Validity
  • Nonfiction text
  • Fiction text
  • Digital text
  • Printed text
Knowledge:
24. Students know:
  • Relevant information is connected closely to the topic and purpose of the text.
  • Reliable information is information that appears consistently in a variety of texts.
  • Valid information is considered to be accurate information.
  • Research information can be sourced from nonfiction and fictional printed and/or digital text.
Skills:
24. Students are able to:
  • Read a variety of texts to determine their relevance to a particular occasion.
  • Read a variety of texts to determine the reliability of the presented information.
  • Read a variety of texts and determine the validity of the information.
Understanding:
24. Students understand that:
  • It is important to determine the relevance, reliability, and validity of a text before utilizing its ideas in discussion, writing, or research.
Listening
English Language Arts (2021)
Grade(s): 7
All Resources: 3
Learning Activities: 3
25. Use active listening to acquire information and assess its relevance and credibility.
Unpacked Content
Teacher Vocabulary:
25.
  • Active listening
  • Relevance
  • Credibility
Knowledge:
25. Students know:
  • Active listening skills.
  • Relevant information is connected closely to the topic and purpose of the presentation.
  • Credible information is accurate and reliable.
Skills:
25. Students are able to:
  • Listen actively to determine the relevance of a speaker's ideas.
  • Listen actively to determine if the speaker's ideas are credible.
Understanding:
25. Students understand that:
  • Listening actively can help them determine if the speaker's ideas are relevant and credible to the given occasion.
Expression
Writing
English Language Arts (2021)
Grade(s): 7
All Resources: 4
Classroom Resources: 4
26. Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

Examples: a day or two, a single sitting
Unpacked Content
Teacher Vocabulary:
26.
  • Research writing
  • Research
  • Reflection
  • Revision
Knowledge:
26. Students know:
  • Research strategies.
  • Independent writing skills for all steps of the writing process.
Skills:
26. Students are able to:
  • Produce writing that contains information obtained through research.
  • Reflect on and revise their research given the occasion and time constraints.
Understanding:
26. Students understand that:
  • Research can happen in short and extended time frames.
  • It is important to reflect upon information obtained through research before incorporating it into one's own writing.
  • It is important to revise work that contains research to ensure proper use for the given occasion.
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
27. Quote, paraphrase, summarize, and present findings, following an appropriate citation style and avoiding plagiarism.

Example: MLA, APA
Unpacked Content
Teacher Vocabulary:
27.
  • Quote
  • Paraphrase
  • Summarize
  • Citation styles
  • Plagiarism
Knowledge:
27. Students know:
  • Strategies to quote, paraphrase, and summarize information from research sources.
  • Writing skills to present research findings and avoid plagiarism.
  • Citation styles, such as MLA and APA.
Skills:
27. Students are able to:
  • Quote, paraphrase, and summarize information from research sources.
  • Present research findings through writing while avoiding plagiarism.
  • Appropriately use citation styles.
Understanding:
27. Students understand that:
  • Particular citation styles exist to support the integration of outside information into one's writing.
  • There are different ways to use outside information, from quoting directly, to summarizing and paraphrasing ideas.
  • Plagiarism is a serious offense and can be avoided by understanding appropriate citation styles.
Speaking
English Language Arts (2021)
Grade(s): 7
All Resources: 2
Learning Activities: 1
Classroom Resources: 1
28. Incorporate research into oral presentations, summarizing and supporting opinions and ideas with relevant details.

a. Collect information through the research process to answer follow-up questions and participate in discussions about their research findings.
Unpacked Content
Teacher Vocabulary:
28.
  • Research
  • Oral presentations
  • Summarizing
  • Supporting
  • Opinions
  • Relevant details
28a.
  • Research process
  • Follow-up questions
  • Research findings
Knowledge:
28. Students know:
  • Strategies to incorporate research into oral presentations.
  • Methods to summarize and support opinions and ideas with relevant details.
28a.
  • Research strategies.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.
Skills:
28. Students are able to:
  • Incorporate research findings into oral presentations.
  • Summarize research findings and support opinions and ideas with relevant details from research.
28a.
  • Engage in research with the purpose of answering questions about the information.
  • Participate in discussions about research findings.
Understanding:
28. Students understand that:
  • Effective oral presentations include summaries of research findings, with opinions and ideas supported with relevant details.
28a.
  • Information obtained through research can be used to answer audience questions about the findings.
Vocabulary Literacy
Increase academic, domain-specific, and grade-level-appropriate vocabularies through reading, word study, and class discussion.
Reception
Reading
English Language Arts (2021)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
29. Determine word meaning through the use of word parts, context clues, connotation and denotation, or print or digital reference tools.

Examples: affixes, Greek and Latin roots, stems; dictionary, thesaurus, glossary
Unpacked Content
Teacher Vocabulary:
29.
  • Word meaning
  • Word parts
  • Context clues
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools
Knowledge:
29. Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Word meaning can be determined by using context clues within the text.
  • Strategies for using print and digital reference tools.
Skills:
29. Students are able to:
  • Use word parts, context clues, connotation, and denotation to determine word meanings.
  • Use print and digital reference tools to determine word meanings.
Understanding:
29. Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.
English Language Arts (2021)
Grade(s): 7
All Resources: 3
Classroom Resources: 3
30. Read and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.
Unpacked Content
Teacher Vocabulary:
30.
  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization
Knowledge:
30. Students know:
  • Strategies to read and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.
Skills:
30. Students are able to:
  • Read texts from subjects other than English language arts and assess the use of domain-specific vocabulary.
  • Read texts from subjects other than English language arts and evaluate how the academic discipline organizes content.
Understanding:
30. Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.
Listening
English Language Arts (2021)
Grade(s): 7
All Resources: 1
Classroom Resources: 1
31. Infer word meaning through active listening in various contexts for purposeful, effective communication.

Examples: classroom discussion, oral presentations, digital formats
Unpacked Content
Teacher Vocabulary:
31.
  • Infer
  • Active listening
  • Various contexts
  • Purposeful communication
  • Effective communication
Knowledge:
31. Students know:
  • Strategies to identify word meaning in spoken language.
  • Active listening skills.
Skills:
31. Students are able to:
  • Actively listen to infer word meaning.
  • Engage in purposeful, effective communication.
Understanding:
31. Students understand that:
  • Listening is vital in understanding the full meaning of a speaker's message and when communicating effectively with others.
Expression
Writing
English Language Arts (2021)
Grade(s): 7
All Resources: 2
Classroom Resources: 2
32. Apply vocabulary in writing to convey and enhance meaning.
Unpacked Content
Teacher Vocabulary:
32.
  • Vocabulary
Knowledge:
32. Students know:
  • Word choice can convey a message and enhance the meaning of written communication.
Skills:
32. Students are able to:
  • Strategically use vocabulary to convey meaning and enhance meaning when writing.
Understanding:
32. Students understand that:
  • Vocabulary plays an important role in conveying clear meaning and in enhancing the intended meaning in writing.
Speaking
English Language Arts (2021)
Grade(s): 7
All Resources: 0
33. Select and utilize effective words and phrases that are suitable for purpose and audience to communicate clearly in a variety of situations.
Unpacked Content
Teacher Vocabulary:
33.
  • Effective words and phrases
  • Purpose
  • Audience
  • Situations
Knowledge:
33. Students know:
  • Strategies to adapt spoken language suitable for the purpose and audience of a particular situation.
Skills:
33. Students are able to:
  • Use words and phrases intentionally given a particular audience, purpose, or situation.
Understanding:
33. Students understand that:
  • The words and phrases they use in speech should change depending on the purpose, audience, and situation of their presentation.