Mississippi College and Career Readiness Standards for
English Language Arts Scaffolding Document
Seventh Grade
College- and Career-Readiness Standards for English Language Arts
Page 2 of 113- September 2016
Seventh Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text
RL.7.1
Cite several pieces of textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to focus closely and critically
on content in a literary text.
How to form a comprehensive
understanding or analysis of what
they are reading and for selecting
key evidence for use in writing or
speaking.
How to cite evidence from the text
in the form of specific details or
examples to support an analysis of
what the text says explicitly.
How to cite evidence from the text
in the form of specific details or
examples to support an analysis of
inferences drawn from the text.
How to refer directly to details and
examples in a text and/or quote
accurately from a text when
explaining what happens in the
text.
How to refer directly to details and
examples in a text and/or quote
accurately from a text when
drawing inferences from a text.
What it means to draw inferences
from a text.
A student should understand
(Conceptual Understanding)
Authors purposely include specific
details and/or examples in literary
texts and/or omit specific details
and/or examples from literary texts
to prompt students to ask and
answer questions about the text.
Details and examples authors
provide in a literary text reveal
meaning.
Authors state information explicitly
in a text to allow students to make
a direct connection and/or
implicitly to require students to
draw inferences from a text.
Authors provide evidence to
support an analysis of what the
text says explicitly and/or to
support an analysis of inferences
drawn from the text.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze, and
annotate a literary text to
comprehend what the author
says explicitly and to discover
the levels of meaning
embedded deeply within
complex literary texts.
Conduct self-checks to ensure
comprehension of a literary
text, persevere through difficult
sections, examine unfamiliar
words or phrases and attempt
to uncover the meaning of
unknown words.
When writing and speaking:
Provide citations of several
pieces of textual evidence to
support analysis of what the
text says explicitly
Provide citations of several
pieces of textual evidence to
support analysis of inferences
drawn from the text
College- and Career-Readiness Standards for English Language Arts
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How to ask and answer questions
to demonstrate understanding of
key details in a text.
How to an appropriate standard
format for giving credit to the
authors they are citing, such as
those from the Modern Language
Association (MLA) or the American
Psychological Association (APA).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
cite, textual evidence, support, analysis, explicit, implicit, inference, infer, quote, accurately, details, examples
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.7.2
Determine a theme or central
idea of a text and analyze its
development over the course
of the text including how it
emerges and is shaped and
refined by specific details;
provide an accurate summary
of the text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A central idea of a literary work
is what the text is mostly about
in its entirety and/or in various
sentences, paragraphs or
sections.
A theme is an element of a
literary work that conveys a
widespread and enduring
message about life or human
nature; readers often apply
themes found in literary works
to their own lives.
A literary work often contains
multiple themes.
A literary work often contains
both major themes and minor
themes.
A major theme is a message
that a writer usually repeats in a
literary work; whereas, a minor
theme is a message that
appears only briefly in a literary
work and concedes to other,
often more prominent, themes.
A theme of a literary work may
be stated explicitly or may be
A student should understand
(Conceptual Understanding)
Authors may include one or
more than one central idea in a
complex literary work.
Authors develop a central idea
through word choice,
characterization, plot figurative
language, stylistic devices, and
other literary devices over the
course of the text and/or in
specific sections of a text.
Authors may include one or
more than one theme in a
complex literary work.
Authors develop a theme
through word choice,
characters, plot and other
literary devices over the course
of the text and/or in specific
sections of a text.
Authors present themes both
implicitly and explicitly, often
depending on the genre of the
literary work.
Authors utilize elements of plot,
figurative language, stylistic
devices, and other literary
College- and Career-Readiness Standards for English Language Arts
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implied, requiring students to
draw inferences to determine a
theme.
Determining a theme by
drawing inferences requires
students to attend closely to
word choice, characterization,
plot, figurative language,
stylistic devices and other
literary devices presented by
the author.
Themes are often revealed by
how the characters respond to
challenges or by how the
speaker in a poem reflects upon
a topic.
Themes are present in novels,
short stories, dramas, poems,
fables, folktales, and myths.
The way authors express
themes may vary according to
the genre of literature.
Fables, folktales, and myths
communicate central messages,
lessons, and/or morals as
themes.
The subject of a literary text and
a theme of a literary text,
although related, are two
different concepts: the subject
of the text is a topic (e. g. war),
while the theme of the text
communicates the author’s
devices to assist students in
determining the theme or
themes from a literary work.
Determining a theme or themes
requires students to read
closely and/or draw inferences.
Determining a theme or themes
from a literary work often
assists the reader in
understanding part or all of the
author’s purpose for writing.
Authors express their own ideas
about life through their
writings.
An accurate summary contains
only information presented in
the text and not personal
opinions or judgments.
An effective summary of a
literary text is written
chronologically, includes the
central idea or theme of a text,
and refers to the elements of
the plot.
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message about the topic (e.g.,
War is a plague for humanity).
A summary is a compilation of
the main events in a literary
text. It is chronologically
structured, includes the central
idea or theme, and refers to the
main story elements.
A summary should be free from
personal opinions or judgments.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
theme, major theme, minor theme, central idea, analyze, analysis, convey, details, particular details, word choice, characterization, plot, figurative
language, literary devices, stylistic devices, summary, summarize, objective, fact, opinion, personal opinion, judgment, inference, literary genres,
author’s purpose, read closely, annotate, evidence
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RL.7.3
Analyze how particular
elements of a literary text
interact (e.g., how setting
shapes the characters or
plot).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to describe how a plot
unfolds.
How to describe how
characters respond to
challenges over the course of
a text.
How to describe how
characters change over the
course of a text.
Characters in a literary text
interact through dialogue
and actions.
How to compare and
contrast two or more
characters, settings, or
events, citing specific details
from a literary text.
How to describe in detail a
character, setting, or event,
citing specific evidence from
a literary text.
How to describe characters
and explain how the
characters’ traits,
A student should understand
(Conceptual Understanding)
Authors develop elements of
a story or drama to interact
together.
Elements of a story include
the characters, setting,
exposition, rising action,
conflict, climax, turning
point, falling action, and
solution/resolution.
Elements of a drama include
casts of characters, settings,
descriptions, dialogue, and
stage directions.
Authors develop a character
through direct and/or
indirect characterization
through description of a
character’s appearance,
dialogue, thoughts, actions,
reactions, interactions, and
behaviors.
Authors often develop
characters using general
literary archetypes.
College- and Career-Readiness Standards for English Language Arts
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motivations, or feelings
contribute to the events in
the story.
How to describe how
characters respond to major
events and challenges using
key details from a literary
text.
How to explain how key
events advance the plot of a
literary text.
All the elements of a literary
text shape the plot.
A literary text sometimes
contains both a theme and a
central idea.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
analyze, analysis, story, drama, how characters respond, how characters change, interact, interactions, story elements, setting, plot
structure, exposition, rising action, conflict, climax, turning point, falling action, solution, resolution, characterization, archetypes, drama
elements, unfold, episodes, events, foreshadow
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
RL.7.4
Determine the meaning of
words and phrases as they
are used in a text, including
figurative and connotative
meanings; analyze the
impact of specific word
choice (e.g., alliteration) on
meaning and tone.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Specific word choice helps to
achieve particular effects in a
text and feelings in the reader.
Figurative language helps to
achieve particular effects in a
text and in the reader.
Connotation refers to a reader’s
emotion or association
connected with a word.
Personification is a figure of
speech in which a thing, idea, or
animal is given human qualities.
How to use context clue to
determine what a word means
in a given context.
Tone is the author’s attitude
toward the audience, the
subject, or the character. Tone
is conveyed through the
author’s words and details.
Mood is the emotions the
reader feels while reading a
text. Mood is created by the
author’s word choice, imagery,
dialogue, setting, and plot.
A student should understand
(Conceptual Understanding)
Students understand what a
word means in a given
context, focusing on what the
author is trying to do with
the language.
Students understand that
authors purposely choose
words possessing strong,
weak, positive, negative, or
neutral connotations to
achieve particular effects in a
text and in the reader.
Students understand that
authors purposely use
figurative language to
achieve particular effects in a
section of a text.
Students understand that
connotation refers to a
reader’s emotion or
association connected with a
word.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
of the meanings of words
and phrases as they are used
in a text.
Closely read, analyze and
annotate a text for evidence
of the impact of rhymes and
other repetitions of sounds
on sections of a poem, story
or drama.
Determine the meaning of
words and phrases based on
context.
Determine the figurative
meaning of particular words
and phrases based on
context.
Determine the connotative
meaning of particular words
and phrases based on
context.
College- and Career-Readiness Standards for English Language Arts
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Readers determine tone and
mood of a text clues presented
in the context.
Tone or mood may change
throughout a text. In effect, a
text can have more than one
tone or mood.
Authors often use figurative
language to assist in developing
the tone or mood of a text.
Figurative language uses words
in some way other than their
literal meanings to make a
comparison, add emphasis, or
say something in a fresh and
creative way.
A metaphor compares two
unlike things to illuminate a
particular quality or aspect of
one of the two things.
Metaphors directly state that
one thing is something else and
do not use the words like or as.
A simile compares two unlike
things using like or as to
illuminate a particular quality or
aspect of one of the two things.
An exaggeration is an
extravagant statement that is
not meant to be taken literally.
Students know that some words
used by authors allude to
Students understand that
connotation helps to achieve
particular effects in the text
and reactions from the
reader.
Students understand that
author’s use sound devices
(e.g., repetition, rhyme
scheme, alliteration,
assonance, consonance,
onomatopoeia, rhythm) to
achieve particular effects in a
section of a text.
Students understand that an
allusion in literature occurs
when an author makes
reference, often indirect, to a
person, place, event,
character, work of art or
another piece of literature
(e.g., Shakespeare’s plays,
the Bible, etc.) within his
own writing.
Explain the differences
between words and phrases
with similar denotative
meanings that carry different
connotations (e.g.,
sulk/brood;
ally/comrade/best friend) in
literary texts.
Provide an analysis of how
rhyme, alliteration and other
repetitious sound affect or
impact the meaning of a
specific verse or stanza of a
poem.
Provide an analysis of how
rhyme, alliteration and other
repetitious sound affect or
impact the meaning of a
section of a story or drama.
Analyze how figurative
language (e.g., analogies,
idioms, metaphors, similes,
personification, puns,
hyperbole) affects the
meaning, tone, and mood of
a literary text or section of a
literary text.
College- and Career-Readiness Standards for English Language Arts
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significant characters found in
mythology (e.g., Herculean).
Figurative meanings refer to
words and phrases meant to be
interpreted beyond the literal
meaning of the word or words.
Literal language means exactly
what the word or word say;
whereas, nonliteral or figurative
language does not mean exactly
what the word or words say,
but instead uses comparison or
emphasis to imply something
different.
Students know that words and
phrases (regular beats,
alliteration, rhymes, repeated
lines) provide rhythm and
meaning in a story, poem, or
song.
How to identify words and
phrases that suggest feelings or
appeal to the senses.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
determine, figurative, connotation, connotative, analyze, analysis, word choice, meaning, tone, mood, literal, nonliteral, figurative
language, simile, metaphor, hyperbole, personification, literary/biblical/mythological allusions, idioms, regular beats, alliteration,
rhymes, repeated lines, imagery, analogies
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
RL.7.5
Analyze how a drama’s or
poem’s form or structure
(e.g., soliloquy, sonnet)
contributes to its meaning.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Writers purposely include
specific sentences, chapters,
scenes, or stanzas that
contribute to the
development of the theme,
setting, or plot.
Knowledge of common
narrative structure provides
support for organizing ideas
and deepening understanding
of the text.
Common narrative structure
follows the elements of plot:
exposition, rising action,
climax, falling action,
resolution.
Stories may be presented
through common narrative
structure, through common
narrative structure without
conflict, with flashbacks,
A student should understand
(Conceptual Understanding)
Students understand that
knowledge of a text’s form
and structure provides
support for mentally
organizing the ideas and
deepening understanding of
the text.
Students understand that
authors often use a soliloquy
to convey a character’s inner
thoughts or motivations to
the audience.
Students understand that a
soliloquy is an uninterrupted
speech delivered by a single
character to the audience but
not to the other characters in
the scene.
Students understand that a
soliloquy can be very poetic
and elegant in nature but is
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
of how a drama or poem’s
form or structure contributes
to its meaning.
Provide an analysis of how a
drama or poem’s form or
structure contributes to its
meaning.
Provide an analysis of how a
soliloquy’s form or structure
contributes to its meaning.
Provide an analysis of how a
sonnet’s form or structure
contributes to its meaning.
College- and Career-Readiness Standards for English Language Arts
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through multiple character
perspectives, or with stories
within stories.
Students explain how specific
chapters fit together to
provide the overall structure
of a story; specific scenes fit
together to provide the
overall structure of a drama;
specific stanzas fit together to
provide the overall structure
of a poem.
Students know the structural
elements of poems, dramas,
and prose and can refer to
specific elements in writing
and speaking.
How to describe how each
successive part of a poem,
drama, or story builds on
earlier sections.
meant to be a personal
communication of a
character’s innermost
thoughts presented as if the
character were thinking
aloud.
Students understand that
sonnets are 14-line lyric
poems, traditionally about
love, that follow particular
rhythm and rhyme scenes.
Sonnets express a person’s
emotions, as opposed to
telling a story.
Students understand that
there are two distinct types
of sonnets in English: (1) the
Italian or Petrarchan form
and (2) the English or
Shakespearean form.
Students understand the
structures of various forms of
poetry (e.g., elegy, odes,
lyrical, haiku).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
form, structure, sentence, chapter, scene, stanza, poem, play, drama, analyze, analysis, soliloquy, sonnet, elegy, ode, haiku, lyrical,
contribute, meaning
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Seventh Grade
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RL.7.6
Analyze how an author
develops and contrasts the
points of view of different
characters or narrators in a
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A narrator or speaker’s point
of view influences how
events are presented and
affects the information
revealed about the
characters and events.
How to distinguish their own
point of view from that of the
narrator’s point of view or
other characters’ point of
view.
Point of view is the
perspective from which the
story is presented.
There are three major types
of point of view: first person,
second person, and third
person.
Third person point of view
consists of three differing
A student should understand
(Conceptual Understanding)
Students understand that
authors often include
characters with opposing
points of view for effect (e.g.,
to present conflict, show how
characters see a situation
differently).
Students understand that
authors develop point of
view through author’s style,
tone, word choice,
description, dialogue,
thoughts, reflection, author
or narrator commentary,
illustrations.
Students understand that
authors can direct readers’
attention to the exact detail,
opinion, or emotion the
author wants to stress by
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
of how an author develops
and contrasts the points of
view of different characters
or narrators in a text.
Provides an analysis of how
the author develops and
contrasts the points of view
of different characters or
narrators within the text
(e.g., how two characters
may see a situation
differently).
Provides an analysis of how
point of view influences the
way the story is told, and
how the author develops the
narrator (e.g., how Robert
Cormier slowly reveals the
College- and Career-Readiness Standards for English Language Arts
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forms: third person
omniscient, third person
limited, and third person
objective.
Students notice the
differences in the points of
view of characters by
speaking in a different voice
for each character when
reading dialogue.
How to identify who is telling
a story at different points in a
text.
Students know that authors
tell the story in writing and
illustrators provide pictures
of different scenes in a story.
manipulating the point of
view of the story.
Students understand the
ways in which an author’s
point of view influences
content and style.
An author’s writing is
influenced by his
experiences, background,
and values.
Students understand that
authors use different points
of view to offer different
perceptions and to develop a
text based on the author’s
purpose for writing.
Students understand that a
narrative point of view
influences or affects a story
or poem.
narrator's reality in I Am the
Cheese)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
explain, point of view, develop, development, narrator, speaker, first person, second person, third person, third person omniscient,
third person limited, third person objective, influence, manipulate, author’s style, tone
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Seventh Grade
CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
RL.7.7
Compare and contrast a
written story, drama, or
poem to its audio, filmed,
staged, or multimedia
version, analyzing the
effects of techniques unique
to each medium (e.g.,
lighting, sound, color, or
camera focus and angles in a
film).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Compare and contrast
reading the text of a story,
drama, or poem to listening
or viewing a performed
version, describing how each
version affects the reader or
viewer differently (e.g.,
explain whether the
suspense is greater in the
written or performed version
of the text).
How to describe the
differences in a written story
or drama and a performed
story or drama.
How to explain how a
performed story or drama
represents a version of the
written story or drama.
Students understand that to
compare and contrast, they
must show both similarities
and differences.
A student should understand
(Conceptual Understanding)
Students understand that
authors purposely use word
choice, style, description,
dialogue, thoughts, reflections,
author or narrator commentary
and illustrations, while directors
purposely select lighting, sound,
color, or camera focus and
angles to achieve specific
effects and influence the
audience/reader’s perceptions.
Speakers use intonation,
pausing, voice, etc., to achieve
specific effects and influence
the audience’s perceptions.
Performed versions of texts
affect audiences differently
than the printed version.
Suspense may be greater in the
written or performed version of
the text.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze, take
notes and/or annotate a text
for evidence to use in
comparing and contrasting a
written story, drama, or
poem to its audio, filmed,
staged or multimedia
version, focusing on the
effects of techniques unique
to each medium.
Provide a comparison and
contrast of a written story,
drama or poem to its audio,
filmed, staged or multimedia
version including an analysis
of the effects of techniques
unique to each medium.
Compare and contrast the
written text of a story,
drama, or poem to a
performed version of it.
Provide an analysis of the
effects of the specific
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Visual and multimedia
elements contribute to the
meaning, tone, or beauty of a
text.
How to make connections
between the text of a story
or drama and a visual or oral
presentation of the same
story or drama, noting where
each version reflects specific
descriptions and directions in
the text.
How to show how a text’s
illustrations contribute to
what is expressed in words in
a story.
Students use illustrations and
words in a print or digital text
to show understanding of a
story’s characters, setting, or
plot.
techniques unique to each
medium (e.g., describe how a
filmmaker conveys a scary
mood through lighting and
sound whereas an author
would do this through word
choice).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
compare, contrast, story, drama, poem, audio, film, stage, multimedia, live version, analyze, analysis, effects, techniques, perceive,
medium
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Sixth Grade
CCR.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
RL.7.8
Not applicable to literature.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should understand
(Conceptual Understanding)
A student should be able to do
(Evidence of Knowledge)
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
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Seventh Grade
CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
RL.7.9
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Multiple texts in different
literary genres may address
similar themes or topics.
Reading multiple literary
texts addressing a similar
theme or topic exposes
students to multiple
perspectives and points of
view.
A specific genre influences
the way information is
presented in a text.
Students know how to
describe and analyze aspects
of the setting to explain how
the setting affects the plot
and characters.
Authors use situational
literary archetypes in a
variety of literary genres
(e.g., journey, the initiation,
good vs. evil, the fall).
A student should understand
(Conceptual Understanding)
Authors of fiction often
include elements of
nonfiction in their writing.
A fictional text often reflects
and is influenced by a
historical time, place, event
or person.
Stories are influenced by the
genre an author chooses for
his writing.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze, take
notes and/or annotate a text
for evidence on how authors
of fiction use or alter history
in a fictional portrayal of a
time, place, or character
from history.
Provide a comparison and
contrast of a fictional
portrayal of a time and a
historical account of the
same period as a means of
understanding how authors
of fiction use or alter history
(e.g., discuss the portrayal of
historical characters and
events in Johnny Tremain as
opposed to the facts and
accounts presented about
the Revolutionary War in a
history text).
Provide a comparison and
contrast of a fictional
College- and Career-Readiness Standards for English Language Arts
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To compare and contrast,
students must show both
similarities and differences.
How to compare and
contrast how stories within a
particular genre deal with
similar themes and topics.
Common literary character
archetypes (e.g., the hero,
the mother figure, the
innocent youth, the
doppelganger, the villain, the
scapegoat) are often used by
authors to develop
characters.
Similar themes, topics, and
patterns of events are found
in stories, myths, and
traditional literature from
different cultures.
Authors often continue
writing about characters they
have developed through
books in a series. In the
series, authors may choose
to alter the theme, setting,
characters and/or plot of the
books.
Multiple versions of the same
story can be presented by
portrayal of a place and a
historical account of the
same period as a means of
understanding how authors
of fiction use or alter history.
Provide a comparison and
contrast of a fictional
portrayal of a character and a
historical account of the
same period as a means of
understanding how authors
of fiction use or alter history.
College- and Career-Readiness Standards for English Language Arts
Page 21 of 113- September 2016
different authors or from
different cultures.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
compare, contrast, genre, portrayal, topic, historical fact, nonfiction, time period, character, setting, events, alter history
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
RL.7.10
By the end of the year, read
and comprehend literature,
including stories, dramas,
and poems, in the grades 6-
8 text complexity band
proficiently, with scaffolding
as needed at the high end of
the range.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Students self-monitor and
adjust understanding of a
literary text by visualizing
unfamiliar situations,
diagramming complex
relationships, and applying skills
from across the language arts.
How to explain the differences
between different genres (e.g.,
short stories, poetry, drama)
based on their characteristics
and structural elements.
Students know how to make
and check predictions.
Students know how to note
important parts of a story.
A student should understand
(Conceptual Understanding)
The complexity of text increases
as students progress through
grade levels.
Students understand the
importance of knowing the
specific characteristics of
different forms of literary texts
(e.g., adventure stories,
historical fiction, mystery,
myths, science fiction, realistic
fiction, allegory, parody, satire,
drama, graphic novel, play,
poetry, sonnet, ode, ballad,
epic).
A student should be able to do
(Evidence of Knowledge)
Closely read, comprehend, take
notes and annotate literary
texts of increasing complexity
within the Lexile range of 955-
1155 for the purpose of
comprehension.
Monitor and adjust
understanding of a literary text
by recognizing when
comprehension becomes
unclear and applying corrective
strategies automatically,
including summarizing,
paraphrasing, reviewing
previous points, making
connections to other texts and
prior knowledge, determining
word- and sentence-level
meaning of confusing passages,
and applying skills from across
the language arts.
Use knowledge of the
characteristics of different
forms of literary texts to aid in
comprehension of text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
comprehend, stories, dramas, poems, scaffolding, complexity band, proficiently, range
College- and Career-Readiness Standards for English Language Arts
Page 23 of 113- September 2016
Seventh Grade
CCR.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text
RI.7.1
Cite several pieces of textual
evidence to support analysis
of what the text says
explicitly as well as
inferences drawn from the
text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Students focus closely and
critically on content in an
informational text.
Students form a thorough
understanding or analysis of
what they are reading and
for selecting key evidence for
use in writing or speaking.
Students refer directly to
details and examples in a text
and/or quote accurately from
a text when explaining what
a text is about.
Students refer directly to
details and examples in a text
and/or quote accurately from
a text when drawing
inferences from a text.
Students understand what it
means to draw inferences
from a text.
A student should understand
(Conceptual Understanding)
Students understand that
authors purposely include
specific details and/or
examples in informational
texts and/or omit specific
details and/or examples from
informational texts to
prompt students to ask and
answer questions about the
text.
Students understand that the
details and examples authors
provide in an informational
text reveal meaning.
Students understand that
authors state information
explicitly in a text to allow
students to make a direct
connection and/or implicitly
to require students to draw
inferences from a text.
Students understand that
authors provide evidence to
A student should be able to do
(Evidence of Knowledge)
Students closely read and
analyze an informational text
to comprehend what the
author says explicitly and to
discover the layers of
meaning that are often
embedded within complex
informational texts.
Students conduct self-checks
to ensure comprehension of
an informational text,
persevere through difficult
sections, examine unfamiliar
words or phrases and
attempt to uncover the
meaning of unknown words.
Students cite evidence from
the text in the form of
specific details or examples
to support an analysis of
what the text says explicitly.
Students cite evidence from
the text in the form of
College- and Career-Readiness Standards for English Language Arts
Page 24 of 113- September 2016
Students ask and answer
questions to demonstrate
understanding of a text.
Students utilize an
appropriate standard format
for giving credit to the
authors they are citing, such
as the MLA or the APA.
support an analysis of what
the text says explicitly and/or
to support an analysis of
inferences drawn from the
text.
specific details or examples
to support an analysis of
inferences drawn from the
text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
analyze, explicit, inference, textual evidence, generalizations, accurate, concepts
College- and Career-Readiness Standards for English Language Arts
Page 25 of 113- September 2016
Seventh Grade
CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RI.7.2
Determine a central idea of
a text and analyze in detail
its development over the
course of the text, including
how it emerges and is
shaped and refined by
specific details; provide an
accurate summary of the
text based upon this
analysis.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Being able to determine a
central idea of a text reflects
comprehension of a text.
A summary should contain
only information from the
text.
Personal opinions about a
topic or idea should not be
included in a summary.
Personal judgments about a
topic or idea should not be
included in a summary.
A student is able to
summarize a text.
A student can identify the
main topic of a multi-
paragraph text.
A student can identify the
focus of specific paragraphs
within a text.
A student should understand
(Conceptual Understanding)
A text often has multiple
central ideas.
An accurate summary is free
of personal opinion and
judgment.
Authors often develop
central ideas throughout the
text.
Authors intentionally shape
and refine a central idea
through word choice,
analogies, anecdotes, tone,
illustrations, images, charts
and graphs, and audio as well
as other details.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
to show how two or more
central ideas are developed
throughout the text.
Provide a statement of one,
two or more central ideas of
a text.
Provide an analysis of the
development of central
idea(s) over the course of a
text.
Provide an accurate summary
of a text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
determine, central ideas, analyze, analysis, development, course of the text, objective summary, key details
College- and Career-Readiness Standards for English Language Arts
Page 26 of 113- September 2016
Seventh Grade
CCR.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
RI.7.3
Analyze the interactions
between individuals, events,
and ideas in a text (e.g.,
how ideas influence
individuals or events, or
how individuals influence
ideas or events).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student is able to provide a
detailed analysis of how a
key individual or idea is
introduced in a text (e.g.,
through examples and
anecdotes)
A student is able to provide
detailed analysis of how a
key individual, event or idea
is illustrated in a text (e.g.,
through examples and
anecdotes)
A student is able to provide
detailed analysis of how a
key individual, event or idea
is elaborated in a text (e.g.,
through examples and
anecdotes)
Illustrate means to explain,
describe, or give example of
an individual, event, or idea.
Elaborate means to provide
more details about an
individual, event, or idea or
A student should understand
(Conceptual Understanding)
A student should understand
how causal relationships
between events, individuals,
and ideas are introduced and
developed in an
informational text.
A student should understand
the importance of
comprehending ideas and
processes as they develop in
an informational text.
A student should understand
that events, ideas, and
actions described in the text
influence other events, ideas,
and actions.
In turn, a student should
understand that events,
ideas, and actions described
in the text are influenced by
other events, ideas, and
actions.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
to analyze the interactions
between individuals, events,
and ideas.
Provide an analysis of how
ideas influence individuals in
an informational text.
Provide an analysis of how
ideas influence events in an
informational text.
Provide an analysis of how
individuals influence ideas in
an informational text.
Provide an analysis of how
individuals influence events
in an informational text.
Provide an analysis of how
events influence individuals
in an informational text.
Provide an analysis of how
events influence ideas in a
text.
College- and Career-Readiness Standards for English Language Arts
Page 27 of 113- September 2016
to further develop an
individual, event, or idea.
An example is something that
is mentioned in a text to help
explain, illustrate or clarify a
concept for readers.
An anecdote is a short
narrative that is often
presented in an
informational text to assist
readers in comprehending
the text.
A student is able to explain
the relationships or
interactions between two or
more individuals, events,
ideas based on specific
information in the text.
A student is able to explain
the relationships or
interactions between two or
more concepts in a historical,
scientific, or technical text
based on specific information
in the text.
A student is able to explain
procedures in a historical,
scientific, or technical text,
including what happened and
why, based on specific
information in the text.
Provide an analysis of the
cause-and-effect interactions
between individuals, events,
and ideas in an informational
text.
Provide an analysis of how
events, ideas, or individuals'
actions influence subsequent
events or ideas in an
informational text (e.g., how
Jefferson's Louisiana
purchase influenced the
development of the United
States; how movement of
tectonic plates leads to
earthquakes).
College- and Career-Readiness Standards for English Language Arts
Page 28 of 113- September 2016
A student can describe the
relationship between a series
of historical events, scientific
ideas or concepts, or steps in
technical procedures in a
text.
A student can use language
that pertains to time,
sequence, and cause/effect.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
Key individual, key event, key idea, introduced, illustrated, elaborated, examples, anecdotes, cause and effect relationships, interactions
College- and Career-Readiness Standards for English Language Arts
Page 29 of 113- September 2016
Seventh Grade
CCR.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
RI.7.4
Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings; analyze
the impact of a specific
word choice on meaning
and tone.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Students use context clues to
determine what a word
means in a given context
(e.g., figurative, connotative).
Determine the connotative
meaning of particular words
and phrases based on
context
Figurative language uses
words in some way other
than their literal meanings to
make a comparison, add
emphasis, or say something
in a fresh and creative way.
An exaggeration describes
something as being greater,
larger, more important, etc.,
than it really is - an
extravagant statement that is
not meant to be taken
literally.
A metaphor compares two
unlike things to illuminate a
A student should understand
(Conceptual Understanding)
Students understand what a
word means in a given
context, focusing on what the
author is trying to do with
the language.
Students understand that
tone is the author’s attitude
toward the audience, the
subject, or the character.
Tone is conveyed through the
author’s words and details.
Students understand that
readers determine tone
through word choice and
clues presented in the
context.
Students understand that
tone may change throughout
a text. In effect, a text can
have more than one tone.
Students understand that
authors often use figurative
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence of
the meanings of words and
phrases as they are used in a
text.
Closely read, analyze and
annotate a text for evidence of
the impact of a specific word
choice on meaning and tone.
Determine the meaning of
words and phrases based on
context.
Determine the figurative
meanings of particular words
and phrases based on context.
Determine the connotative
meanings of particular words
and phrases based on context.
Determine the technical
meanings of particular words
and phrases as they are used in
context.
Provide an analysis of the
impact of specific word choice
on meaning and/or tone.
College- and Career-Readiness Standards for English Language Arts
Page 30 of 113- September 2016
particular quality or aspect of
one of the two things.
Metaphors directly state that
one thing is something else
and do not use the words like
or as.
A simile compares two unlike
things using like or as to
illuminate a particular quality
or aspect of one of the two
things.
Figurative meanings refer to
words and phrases meant to
be interpreted beyond the
literal meaning of the word
or words.
Literal language means
exactly what the word or
word say; whereas, nonliteral
or figurative language does
not mean exactly what the
word or words say, but
instead uses comparison or
emphasis to imply something
different.
language to assist in
developing the tone of a text.
Student understand that
authors purposely choose
words to achieve particular
effects in a text and in the
reader.
Students understand that
authors purposely use
figurative language to
achieve particular effects in a
text and in the reader.
Students understand that
connotation refers to a
reader’s emotion or
association connected with a
word.
Impact means to have a
strong effect on something or
someone.
Explain the differences between
words and phrases with similar
denotative meanings that carry
different connotations (e.g.,
sulk/brood; ally/comrade/best
friend) in informational texts.
Analyze the tone of an
informational text, explaining
the impact of the author's word
choice on the reader (e.g., a
letter to the editor with a
reasonable tone compared to
one with an angry tone).
Analyze the effects of figurative
language (e.g., idioms,
metaphors, similes, puns,
hyperbole) on an informational
text's meaning and tone.
Explain the differences between
words and phrases with similar
denotative meanings that carry
different connotations (e.g.,
sulk/brood; ally/comrade/best
friend) in an informational text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
determine, meaning, figurative language, connotative meanings, technical meanings, simile, metaphor, exaggeration/hyperbole,
personification, impact, tone, word choice, audience, attitude, impact
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Page 31 of 113- September 2016
Seventh Grade
CCR.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
RI.7.5
Analyze the structure an
author uses to organize a
text, including how the
major sections contribute to
the whole and to the
development of the ideas.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student should be able to
provide an analysis of how a
particular sentence,
paragraph, chapter, or
section fits into the overall
structure of a text
A student should be able to
provide an analysis of how a
particular sentence, chapter,
or section contributes to the
development of the ideas
A student knows how to
compare and contrast the
overall structure of events,
ideas, concepts, or
information in two or more
texts.
A student knows how to
describe the overall structure
of events, ideas, concepts, or
information in a text or part
of a text.
A student should understand
(Conceptual Understanding)
Students understand that
writers purposely include
major sections in a text that
contribute to the overall text.
Students understand that
writers purposely include
major sections in a text that
contribute to the
development of ideas in a
text.
Students understand that
knowledge of common
informational text structures
provides support for
organizing the ideas and
deepening understanding of
the text.
Authors use linguistic devices
specific to different text
structures (complex
sentences, correlative
conjunctions, specific nouns,
verbs, and adjectives).
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
of the structure an author
uses to organize a text.
Closely read, analyze and
annotate a text for evidence
of how major sections
contribute to the whole text
and to the development of
ideas within the text.
Provide an analysis of the
structure an author uses to
organize a text, including
how the major sections
contribute to the whole and
to the development of ideas.
Provide an analysis of how an
informational text is
organized.
Identify major sections and
explain how they contribute
to the development of larger
ideas in the text.
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Page 32 of 113- September 2016
A student knows how to use
text features and search tools
(e.g., headings, tables of
contents, captions, bold
print, subheadings,
glossaries, indexes, electronic
menus, icons, key words,
sidebars, hyperlinks) to
locate information relevant
to a given topic efficiently.
Common organizational
structures are found in
informational texts
(cause/effect,
comparison/contrast,
problem/solution, sequential,
chronological).
Informational texts (i.e.
textbooks, domain-specific
articles) are divided into
different parts.
Titles, introductions,
headings, and sections.
The text structure is
determined in part by the
author’s purpose for writing.
Author’s purpose is the
reason the author is writing
the text.
Authors use specific
techniques authors use to
carry out their purposes in
texts.
Authors can fulfill their
purposes in different ways
(e.g., word choice, syntax,
evidence).
Explain the author's purpose
or intent and how the author
fulfills that purpose in an
informational text (e.g.,
language use, evidence).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
analyze, analysis, particular sentence, particular paragraph, particular chapter, particular section, overall structures, organizational
structure, contributes, development of ideas, author's purpose, intent, evidence
College- and Career-Readiness Standards for English Language Arts
Page 33 of 113- September 2016
Seventh Grade
CCR.R.6: Assess how point of view or purpose shapes the content and style of a text.
RI.7.6
Determine an author's point
of view or purpose in a text
and analyze how the author
distinguishes his or her
position from that of others.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Students know that authors
develop point of view through
author’s style, tone, word
choice, description, omission of
information, inclusion of
information, etc.
Students know that authors can
direct readers’ attention to the
exact detail, opinion, idea,
emotion, etc., the author wants
to stress through his or her style
of writing.
Students know the ways in
which an author’s point of view
influences content and style.
An author’s writing is influenced
by his experiences, background,
and values.
Students know that authors use
different points of view to offer
different perceptions and to
develop a text based on the
author’s purpose for writing.
A student should understand
(Conceptual Understanding)
An author’s point of view is
his position on a topic, idea,
individual, event, etc.
Students understand that
authors develop point of
view through author’s style,
tone, word choice,
description, omission of
information, inclusion of
information, etc.
Students understand that
authors can direct readers’
attention to the exact detail,
opinion, idea, emotion, etc.,
the author wants to stress
through his or her style of
writing.
Authors can present
information objectively
(based on facts) or
subjectively (based on
opinions and bias).
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze and
annotate a text for evidence
of an author’s point of view.
Closely read, analyze and
annotate a text for evidence
of how the author
distinguishes his or her point
of view from others.
Provide a statement of an
author’s point of view in a
text.
Provide a statement of an
author’s purpose in a text.
Provide an analysis of how
the author distinguishes his
or her position from that of
others.
Compare and contrast
authors' purposes or
positions in informational
texts on similar topics.
College- and Career-Readiness Standards for English Language Arts
Page 34 of 113- September 2016
Author’s purpose is the reason
the author is writing the text.
A student should know how to
determine an author’s purpose
when it is not explicitly stated in
the text.
A student should be able to
analyze multiple accounts of the
same event or topic, noting
important similarities and
differences in the point of view
they represent.
A student should be able to
compare and contrast a
firsthand and secondhand
account of the same event or
topic and describe the
differences in focus and the
information provided.
A student should be able to
distinguish his or her own point
of view from that of the author
of a text.
A student should be able to
identify the main purpose of a
text, including what the author
wants to answer, explain, or
describe.
Bias means having a
preconceived opinion or
judgment about something.
Students understand the
ways in which an author’s
point of view influences
content and style.
An author’s writing is
influenced by his
experiences, background,
and values.
Students understand that
authors use different points
of view to offer different
perceptions and to develop a
text based on the author’s
purpose for writing.
Author’s purpose is the
reason the author is writing
the text.
Annotate a text to find
evidence of where an
author's opinions, beliefs, or
attitude bias the text.
Explain how an author's
perspective influences an
informational text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
determine, author’s point of view, viewpoint, author’s purpose, analyze, analysis, distinguish, explain, convey, author's intent, position,
objective, subjective, bias
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Page 35 of 113- September 2016
Seventh Grade
CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in
words.
RI.7.7
Compare and contrast a text
to an audio, video, or
multimedia version of the
text, analyzing each
medium's portrayal of the
subject (e.g., how the
delivery of a speech affects
the impact of the words).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A student can interpret
information and data presented
visually, quantitatively, and in
writing.
A student can apply information
from multiple sources to
understand a topic.
A student can integrate
information on a topic from
several texts to develop a base
of knowledge on a subject (e.g.,
categorize/organize
information, compare
information, summarize from
multiple texts)
A student should be able to
draw on information from
multiple print and digital
sources, demonstrating the
ability to locate an answer to a
question quickly or to solve a
problem efficiently.
A student should be able to
interpret information presented
visually, orally, or quantitatively
A student should understand
(Conceptual Understanding)
Students understand that
authors purposely use word
choice, style, etc., while
directors purposely select
lighting, sound, color, or
camera focus and angles to
achieve specific effects and
influence the
audience/reader’s
perceptions.
Speakers use intonation,
pausing, voice, etc., to
achieve specific effects and
influence the audience’s
perceptions.
Performed versions of texts
affect audiences differently
than the printed version.
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze, take
notes and/or annotate a text
for evidence to use in
comparing and contrasting a
text to its audio, video or
multimedia version,
analyzing each medium’s
portrayal of the subject.
Provide a comparison and
contrast of a text to an audio,
video, or multimedia version
of the text.
Provide an analysis of each
medium’s portrayal of the
subject.
Compare and contrast how
information on the same
topic is presented in different
mediums (e.g., how a film of
Martin Luther King's "I Have a
Dream" speech captures its
emotional impact while a
written description of it
College- and Career-Readiness Standards for English Language Arts
Page 36 of 113- September 2016
(e.g., in charts, graphs,
diagrams, timelines, animations,
or interactive elements on Web
pages) and explain how the
information contributes to an
understanding of the text in
which it appears.
A student should be able to use
information gained from
illustrations (e.g., maps,
photographs) and the words in
a text to demonstrate
understanding of the text (e.g.,
where, when, why, and how key
events occur).
A student should be able to
explain how specific images
(e.g., a diagram showing how a
machine works) contribute to
and clarify a text.
A student should be able to
identify basic similarities and
differences between two texts
on the same topic (e.g., in
illustrations, descriptions, or
procedures).
provides important
contextual information)
Explain how the medium
used impacts the
presentation of information
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
integrate, information, media, formats, visually quantitatively, develop, coherent, understanding, topic, issue, medium, portrayal
College- and Career-Readiness Standards for English Language Arts
Page 37 of 113- September 2016
Seventh Grade
CCR.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
RI.7.8
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Trace means to outline,
delineate, or describe.
A student should know the
difference between a claim
that is supported with
reasons and evidence
opposed to a claim this is
unsupported.
A student should know how
to identify a speaker’s
claim(s) and explain how
each claim is supported by
the argument or arguments
the speaker makes (the
evidence).
A student should understand
that a speaker uses reasons,
facts, statistics, details, etc.
to support his or her
arguments for a claim or
claims.
A student should understand
(Conceptual Understanding)
A student should understand
the difference between
sound and unsound
reasoning.
Sound reasoning is based on
facts, statistical data, credible
sources, etc.
Unsound reasoning refers to
evidence presented from
non-credible sources such as,
blogs, self-authored cites,
opinions, etc., or evidence
that is not directly connected
to the idea.
A student should understand
that some arguments may
not be relevant (not
appropriate or not closely
connected) to the claim.
A student should understand
that some of the evidence
presented may not be
sufficient; the argument
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze, take
notes and/or annotate a text for
evidence to use in assessing
whether or not the presented
reasoning is sound.
Closely read, analyze, and
annotate a text for evidence to
use in assessing whether or not
the presented is relevant and
sufficient to support the claims.
Demonstrates the ability to
trace an argument and specific
claims in a text.
Provides an evaluation of
whether the reasoning is sound
in an argument.
Provides an evaluation of
whether the evidence is
relevant and sufficient to
support the claims.
Identify weaknesses and logical
fallacies in an argument (e.g.,
personal attack, exaggeration,
stereotyping, categorical
claims).
College- and Career-Readiness Standards for English Language Arts
Page 38 of 113- September 2016
A claim is a statement of
opinion the writer or speaker
is trying to prove.
Argument(s) is how the
speaker supports his claim(s);
argument is the main point
or points a speaker makes to
provide supporting reasons
and evidence for his claim.
presented may be weak
details that do not provide
adequate support for the
claim.
Sufficient refers to enough or
adequate.
A student should identify the
speaker’s purpose and
audience by analyzing the
content and delivery.
Evaluate refers to making a
judgment.
Recognize when an author of an
argument is attempting to
respond to readers' possible
questions or is anticipating that
readers will have a different
opinion (e.g.,
counterarguments).
Describe instances in which an
author's opinions, beliefs, or
attitude bias the argument.
Recognize instances in which
the credibility of an argument is
negatively affected (e.g., it
contains misleading information
or outdated information,
fallacious reasoning,
unsupported inferences, or
bias).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
trace, evaluate, argument, specific claims, distinguish, claims that are supported by reasons and evidence, claims that are not supported
by reasons and evidence, sufficient, accurate, appropriate, credibility, misleading, outdated, biased, claim, support, evidence, relevance,
relevant, sufficient, sufficiency, supported claim, unsupported claim
College- and Career-Readiness Standards for English Language Arts
Page 39 of 113- September 2016
Seventh Grade
CCR.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
RI.7.9
Analyze how two or more
authors writing about the
same topic shape their
presentations of key
information by emphasizing
different evidence or
advancing different
interpretations of facts.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to understand that authors
present information differently.
How to integrate information
from several texts on the same
topic in order to write or speak
about the subject knowledgably.
How to compare and contrast
the most important points and
key details presented in two
texts on the same topic.
A student should understand
(Conceptual Understanding)
How to explain similarities and
differences between
informational texts on the same
topic (purpose, organization,
main ideas, viewpoint).
There are many forms of
Informational text/literary
nonfiction subgenres.
o Exposition
o Argument
o Functional text
o Personal essays
o Speeches
o Opinion pieces
o Biographies
o Memoirs
o Journalism
A student should be able to do
(Evidence of Knowledge)
Closely read, analyze, and annotate
a text for evidence that shows how
two or more writers emphasize
different evidence on the same
topic.
Provide an analysis of how two or
more authors writing about the
same topic shape their
presentations of key information
by emphasizing different evidence.
Provide an analysis of how two or
more authors writing about the
same topic shape their
presentations of key information
by advancing different
interpretations of facts.
Analyze similarities and differences
in emphasis and interpretation in
informational texts on the same
topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
compare, contrast, presentation, events, analyze, interpretation, emphasis, topic
College- and Career-Readiness Standards for English Language Arts
Page 40 of 113- September 2016
Seventh Grade
CCR.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
RI.7.10
By the end of the year, read
and comprehend literary
nonfiction in the grades 6-8
text complexity band
proficiently, with scaffolding
as needed at the high end of
the range.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to self-monitor and
adjust understanding of an
informational text by
visualizing unfamiliar
situations, diagramming
complex relationships, and
applying skills from across
the language arts.
How to explain the
differences between text
structures (e.g.,
chronological,
compare/contrast,
problem/solution,
description, process order,
etc.)
How to note important parts
of a text.
How to explain the
characteristics and structural
elements of different genres
of informational text (e.g.,
argument, exposition,
functional texts).
A student should understand
(Conceptual Understanding)
The complexity of text
increases as students
progress through grade
levels.
An interpretive framework
can be applied to works of
the same genre.
Literary nonfiction shares
characteristics with literature
but is based on fact.
There are several modes of
discourse (e.g., narration,
description, exposition, and
argument).
Text structure impacts a
text’s meaning.
Characteristics of
informational text forms
include:
o Essays
o Speeches
o Opinion pieces
o Biographies
o Memoirs
A student should be able to do
(Evidence of Knowledge)
Closely read, comprehend,
take notes and annotate
literary texts of increasing
complexity within the Lexile
range of 955–1155 for the
purpose of comprehension.
Analyze and explain the
characteristics and devices
employed by types of
informational texts including
literary nonfiction (e.g.,
essay, biography) and
argument to begin to
establish an interpretive
framework for understanding
different works
Monitor and adjust
understanding of an
informational text by
recognizing when
comprehension becomes
unclear and applying
corrective strategies
automatically, including
College- and Career-Readiness Standards for English Language Arts
Page 41 of 113- September 2016
How to analyze
characteristics of different
forms of informational texts
including argument and
literary nonfiction.
How to analyze and explain
the characteristics and
devices employed by types of
informational texts including
literary nonfiction (e.g.,
essay, biography) and
argument to begin to
establish an interpretive
framework for understanding
different works.
o journalism
summarizing and reviewing
previous points, making
connections to other texts
and prior knowledge, and
applying skills from across
the language arts.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
characteristics, devices, narrative, narrator, speaker, literary nonfiction, argument, expository, structure, essay, biography
College- and Career-Readiness Standards for English Language Arts
Page 42 of 113- September 2016
Seventh Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
W.7.1a
Introduce claim(s),
acknowledge alternate or
opposing claims, and
organize the reasons and
evidence logically.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Claims are introduced to present the
writer’s opinion or position on a
topic, idea, or issue.
A counterclaim is an alternate or
opposing claim; the opposite side of
the writer’s claim.
Some claims attempt to convince
the reader that the position the
writer takes is correct.
A writer presents an argument
(point, reason, detail) or several
arguments (points, reasons, details)
to provide support for his claim.
Evidence is introduced to provide
support for the writer’s claim.
Arguments should be strategically
ordered from least support to
greatest support so readers end
with the strongest support in their
minds.
How to write clearly and concisely
using formal English.
Coherence and cohesion adds to the
clarity of the writer’s claim(s) and
support.
A student should
understand
(Conceptual Understanding)
Opposing or alternate
claims are acknowledged
by writers to strengthen
the argument made by
the writer and refute the
opposing claim.
Alternate or opposing
claims are often
presenting using
subordination through
complex sentences;
subordination allows the
writer to emphasize his
claim by deemphasizing
the opposing or alternate
claim.
Evidence is introduced to
provide support for the
writer’s claim.
Coherence and cohesion
aids to the clarity of the
writer’s idea.
A student should be able to do
(Evidence of Knowledge)
Ensure writing is about a
debatable claim.
Provide an introductory claim
statement about a topic,
idea, or issue under study,
including the title, author,
and genre (TAG sentence) of
the texts from which the
writing is related.
Write a statement of the
alternate or opposing
claim(s) in a way that helps to
strengthen his or her
argument.
Complete a graphic organizer
to organize the reasons and
evidence to support his or
her claim clearly.
Separate evidence from the
text into two groups: (1)
evidence that supports the
writer’s claim or (2) evidence
College- and Career-Readiness Standards for English Language Arts
Page 43 of 113- September 2016
The structure of the text should be
based on the purpose of the writing.
How to identify a writer’s claim(s)
and explain how each claim is
supported by the argument or
arguments the speaker makes (the
evidence).
A writer or speaker uses reasons,
facts, statistics, details, etc. to
support his or her arguments for a
claim or claims.
A claim is a statement of opinion the
writer or speaker is trying to prove.
Argument(s) is how the writer or
speaker supports his claim(s);
argument is the main point or points
a speaker makes to provide
supporting reasons and evidence for
his claim.
Claims must be debatable; claims
must have two sides.
There are different types of claims.
o Fact or definition
o Cause and effect
o Value
o Solutions or policies
Reasons and evidence must be
relevant.
There are different types of
evidence.
o Facts
The structure of the text
should be based on the
purpose of the writing.
that supports the
counterclaim.
Order his or her evidence
from least support to
greatest support.
College- and Career-Readiness Standards for English Language Arts
Page 44 of 113- September 2016
o Quotes
o Examples
o Statistics
o Expert testimony
o Personal/anecdotal experience
o Analogies
Coherence and cohesion should be
present among ideas.
Text is organized using different
structures.
o Sequential
o Compare and contrast
o Cause and effect
o Description
o Procedural
o Problem and solution
How to introduce a topic or text
clearly, state an opinion, and group
idea in a logical manner to support
the writer’s purpose.
How to create an organization
structure and that lists supporting
reasons for an opinion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
introduce, claim, argument, acknowledge alternate or opposing claim, counterclaim, organize, least support, greatest support, reasons,
evidence, logically debatable, subordination, emphasize, deemphasize, complex sentence
College- and Career-Readiness Standards for English Language Arts
Page 45 of 113- September 2016
Seventh Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.7.1b
Support claim(s) with logical
reasoning and relevant
evidence, using accurate,
credible sources and
demonstrating an
understanding of the topic
or text.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A well-written claim requires
students to have a deep
understanding of the topic or
text.
Sources are considered
credible when they are
trustworthy, accurate, and
reliable.
How to distinguish between
relevant and irrelevant
evidence.
Evidence (arguments) should
be strategically ordered from
least support to greatest
support so readers end with
the strongest support in their
minds.
There are different ways to
present evidence.
o Paraphrasing
o Quotations
A student should understand
(Conceptual Understanding)
Providing clear reasons
supported with relevant
support from credible
sources for claims will
convince the reader that the
writer has a well-supported
interpretation of the claim.
Relevant evidence causes the
argument to be more
credible.
A student should be able to do
(Evidence of Knowledge)
Evaluate his or her resources
for accuracy and credibility
and selects evidence that
comes from credible sources
to use in writing.
Organize evidence into two
groups: (1) relevant evidence
or (2) irrelevant evidence.
Provide clear reasons and
relevant evidence from
credible sources as support
for claim(s).
Develop an outline of his
claim(s) and supporting
evidence to ensure
understanding of the topic
and/or text(s).
Demonstrate an
understanding of the text
through his or her writing.
College- and Career-Readiness Standards for English Language Arts
Page 46 of 113- September 2016
o Summary
o Statistics (i.e., data,
charts, graphs, photographs,
illustrations).
How to use an appropriate
standard format for giving
credit to the authors they are
citing, such as those from the
MLA or the APA.
Reasons should be logically
ordered and supported by
facts and/or details from the
text.
Support must be provided for
a claim.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
arguments, support, claims, logical reasoning, relevant evidence, accurate sources, credible sources, demonstrating an understanding,
acknowledge, distinguish, alternate, opposing, organize, logically, topic, text
College- and Career-Readiness Standards for English Language Arts
Page 47 of 113- September 2016
Seventh Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.7.1c
Use words, phrases, and
clauses to create cohesion
and clarify the relationships
among claim(s), reasons, and
evidence.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Transition words assist writers
in developing relationships
among claims and reasons.
There are several types of
transition words.
o Agreement, addition,
similarity (e.g., as a matter
of fact, equally,
furthermore, of course, by
the same token)
o Examples, support,
emphasis (e.g., in other
words, to put it
differently, on the positive
side, on the negative side,
chiefly, notably, most
compelling evidence)
o Effect, result,
consequence (e.g., thus,
accordingly, hence, in that
case, for this reason,
under those
circumstances)
o Opposition, limitation,
contradiction (e.g.,
although this may be true,
A student should understand
(Conceptual Understanding)
Precise language is used to
show the reader how the
evidence is connected to the
claim.
Cohesion is the connection that
allows the sentences and
paragraphs to work as a unified
piece.
A student should be able to do
(Evidence of Knowledge)
Include precise language in
writing.
Include descriptive words/
phrases.
Include sensory details.
Include specific linking and
transitional words.
Include domain-specific
vocabulary as appropriate to
the text or topic.
Include relevant warrants to the
claim.
Use transition words to clarify
relationships among claims,
reasons, and evidence.
Demonstrate cohesion in his or
her writing.
College- and Career-Readiness Standards for English Language Arts
Page 48 of 113- September 2016
in contrast, instead,
whereas, despite,
conversely, otherwise, in
spite of, on the other
hand, of course…but)
o Cause, condition, purpose
(e.g., on the condition
that, with this intention,
with this in mind, for fear
that, whenever, since,
because of, while, due to,
given that, provided that,
in case)
o Time, chronology,
sequence (e.g., at the
present time, in due time,
in the meantime, after,
later, prior to,
straightaway, suddenly,
formerly)
o Conclusion, summary,
restatement (e.g.,
generally speaking, all
things considered, given
these points, as has been
noted, in summary, in
conclusion, on the whole,
in either case, overall)
o Subordinating comparison
(e.g., than, rather than, as
much as, whereas,
whichever, as long as, as
soon as, by the time)
College- and Career-Readiness Standards for English Language Arts
Page 49 of 113- September 2016
o Subordinating concession
(e.g., though, although,
even though, while)
o Subordinating condition
(e.g., only if, if, unless,
provided that, assuming
that, even if, lest)
o Space, location, place
(e.g., in the middle, in the
foreground, in the
background, here, further,
beyond, alongside)
Precise language is used to
show the reader how the
evidence is connected to the
claim.
Precise language uses words
to convey the exact meaning.
Descriptive words and phrases
convey a clear picture of an
idea.
Sensory details are details that
deal with the senses.
Linking words and transition
words help to define the
relationship between the
concepts by providing cohesion.
Domain-specific vocabulary
consists of words that are
critical in understanding the
concept of specific content.
A warrant explains how the
evidence supports the claim.
College- and Career-Readiness Standards for English Language Arts
Page 50 of 113- September 2016
A claim is a statement of
opinion the writer or speaker
is trying to prove.
How to link opinions and
reasons using words, phrases,
and clauses (e.g.,
consequently, specifically, for
instance, in order to, in
addition, because, therefore,
since, for example, and, also).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
precise language, descriptive words/phrases, sensory details, linking words, transitional words, domain specific vocabulary, warrants,
cohesion, clarify, relationships, claims, evidence, reasons
College- and Career-Readiness Standards for English Language Arts
Page 51 of 113- September 2016
Seventh Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.7.1d
Establish and maintain a
formal style.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Formal language should not
include words that are used
in a casual language. (i.e.
euphemisms, slang, biased
language, group-specific
jargon)
Formal language uses correct
grammar and spelling.
A student should understand
(Conceptual Understanding)
The level of formality is
determined by the audience.
Academic writing requires a
formal tone.
A student should be able to do
(Evidence of Knowledge)
Develop a response
appropriate for the intended
audience.
Omit casual language.
Use correct spelling and
grammar.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
Formal style
College- and Career-Readiness Standards for English Language Arts
Page 52 of 113- September 2016
Seventh Grade
CCR.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and
sufficient evidence.
W.7.1e
Provide a concluding
statement or section that
follows from and supports
the argument presented.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to provide a concluding
statement or section related
to the opinion presented.
Conclusions wrap up what
has been discussed
throughout the paper.
A student should understand
(Conceptual Understanding)
Conclusions address why the
reader should align with your
position.
Support for the argument(s)
presented will convince the
reader that the writer has a
well-supported
interpretation of the claim.
A student should be able to do
(Evidence of Knowledge)
Provide a concluding
statement or section that
restates the arguments
presented to support the
claim.
Provide a concluding
statement or section that
addresses why the reader
should align with your
position.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
concluding statement/ section, arguments, support, claims
College- and Career-Readiness Standards for English Language Arts
Page 53 of 113- September 2016
Seventh Grade
CCR.W.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.
W.7.2a
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to introduce a topic
clearly, provide a general
observation and focus, and
group related information
logically.
How to include formatting
and tools (e.g., heading,
illustrations, and multimedia)
when useful to aiding
comprehension.
How to group related
information in paragraphs
and sections.
Topics should be narrow.
Formats used to signal major
divisions throughout the text.
o Headings
o Sections
Graphics (i.e., charts, tables)
provide examples for the
topic.
A student should understand
(Conceptual Understanding)
The topic must be clear and
presented in the
introduction.
Ideas, concepts, and
information should be
organized for audience and
purpose using the most
effective method.
Including a preview of the
information that will be
included in the text allows
the reader will know what to
expect.
Ideas can be organized using
different methods.
o Definition
o Classification
o Compare/contrast
o Cause/effect
The method of organization
will assist in the development
of the topic.
A student should be able to do
(Evidence of Knowledge)
Introduce a topic clearly and
provide a preview of what is
to be presented in the body
of the text.
Organize ideas, concepts, and
information using a specific
organizational method
and/or graphic organizer
appropriate to the topic.
Include specific formatting,
graphics, and/or multimedia
when it aids in
comprehension.
College- and Career-Readiness Standards for English Language Arts
Page 54 of 113- September 2016
Multimedia (i.e., audio, still
images, video, animation)
help the reader understand
the topic.
The text should be formatted
to help the reader
understand the major
divisions within the text.
Graphics and multimedia can
help the reader understand
the topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
informative, explanatory, introduce, topic, previewing, ideas, concepts, related information, logically, organization, definition,
classifications, comparison, contrast, cause, effect, formatting, graphics, multimedia, comprehension
College- and Career-Readiness Standards for English Language Arts
Page 55 of 113- September 2016
Seventh Grade
CCR.W.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.
W.7.2b
Develop the topic with
relevant facts, definitions,
concrete details, quotations,
or other information and
examples.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to develop a topic with
facts, definitions, concrete
details, quotations, or other
information and examples
related to the topic.
Definitions provide statements
of the exact meaning of a word.
Concrete details are facts that
come from the source.
Quotations are words taken
from a text or speech and
repeated by someone other
than the original speaker.
Examples are a model or
pattern of something that can
be imitated.
A student should understand
(Conceptual Understanding)
Developing a topic will help the
reader to understand what the
writer is trying to convey.
Relevant facts connected to the
topic will aid the reader in
comprehending the information
the writer is presenting.
Concrete details about the topic
will aid the reader in
comprehending the information
the writer is presenting.
Quotations about the topic will
aid the reader in
comprehending the information
the writer is presenting.
Examples that are relevant to
the topic will aid the reader in
comprehending the information
the writer is presenting.
A student should be able to do
(Evidence of Knowledge)
Develop the main point(s)
(body) of the paper by including
relevant facts, definitions,
concrete details, quotations or
other information and examples
retrieved from resources that
support the main focus of his
paper.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
topic, relevant facts, definitions, concrete details, quotations, examples
College- and Career-Readiness Standards for English Language Arts
Page 56 of 113- September 2016
Seventh Grade
CCR.W.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.
W.7.2c
Use appropriate transitions
to create cohesion and
clarify the relationships
among ideas and concepts.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to link ideas within and
across categories of
information using words,
phrases, and clauses (in
contrast, especially, another,
for example, also, because,
and, more, but).
A student should understand
(Conceptual Understanding)
Transitions unify writing into
a whole piece.
Transitions connect ideas and
paragraphs.
Transitions connect
corresponding paragraphs.
Transition words assist
writers in developing
relationships among claims
and reasons.
There are several types of
transition words.
o Agreement, addition,
similarity (e.g., as a
matter of fact, equally,
furthermore, of course,
by the same token)
o Examples, support,
emphasis (e.g., in other
words, to put it
differently, on the
A student should be able to do
(Evidence of Knowledge)
Include transitions that
provide logical connections in
writing.
Demonstrate cohesion
among ideas and
relationships within writing.
Build ideas and paragraphs
from a smaller point to a
larger point.
Show that one paragraph
refers to another.
Clearly show the
relationships among ideas
and concepts.
College- and Career-Readiness Standards for English Language Arts
Page 57 of 113- September 2016
positive side, on the
negative side, chiefly,
notably, most
compelling evidence)
o Effect, result,
consequence (e.g., thus,
accordingly, hence, in
that case, for this
reason, under those
circumstances)
o Opposition, limitation,
contradiction (e.g.,
although this may be
true, in contrast, instead,
whereas, despite,
conversely, otherwise, in
spite of, on the other
hand, of course…but)
o Cause, condition,
purpose (e.g., on the
condition that, with this
intention, with this in
mind, for fear that,
whenever, since,
because of, while, due
to, given that, provided
that, in case)
o Time, chronology,
sequence (e.g., at the
present time, in due
time, in the meantime,
College- and Career-Readiness Standards for English Language Arts
Page 58 of 113- September 2016
after, later, prior to,
straightaway, suddenly,
formerly)
o Conclusion, summary,
restatement (e.g.,
generally speaking, all
things considered, given
these points, as has been
noted, in summary, in
conclusion, on the
whole, in either case,
overall)
o Subordinating
comparison (e.g., than,
rather than, as much as,
whereas, whichever, as
long as, as soon as, by
the time)
o Subordinating
concession (though,
although, even though,
while)
o Subordinating condition
(e.g., only if, if, unless,
provided that, assuming
that, even if, lest)
o Space, location, place
(e.g., in the middle, in
the foreground, in the
background, here,
College- and Career-Readiness Standards for English Language Arts
Page 59 of 113- September 2016
further, beyond,
alongside)
Transitions help readers
understand that ideas build
from a small point to a larger
point.
Transitions create logical
progressions for the reader in
order to help the writer get
the point across.
Cohesion is the connection
that allows the sentences
and paragraphs to work as a
unified piece.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
appropriate, transitions, cohesion, clarify, relationship, ideas, concepts
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.W.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.
W.7.2d
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Precise language is language
that uses the right words to
convey the exact message.
Domain-specific vocabulary
includes words that are
specific to certain domain/
area.
A student should understand
(Conceptual Understanding)
Precise language will help the
reader understand the
writer’s topic.
A student should be able to do
(Evidence of Knowledge)
Include language that is
specific to the writer’s topic,
audience, and purpose.
Include domain-specific
vocabulary to inform or
explain the writer’s topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
precise language, domain-specific vocabulary, inform, audience, purpose for writing
College- and Career-Readiness Standards for English Language Arts
Page 61 of 113- September 2016
Seventh Grade
CCR.W.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.
W.7.2e
Establish and maintain a
formal style.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Formal language should not
include words that are used
in a casual language. (i.e.,
euphemisms, slang, biased
language, group-specific
jargon)
Formal language uses correct
grammar and spelling.
A student should understand
(Conceptual Understanding)
The level of formality is
determined by the audience.
Academic writing requires a
formal tone.
A student should be able to do
(Evidence of Knowledge)
Develop a response
appropriate for the intended
audience.
Omit casual language.
Use correct spelling and
grammar.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
formal style, argument, support, claim, relevant evidence
College- and Career-Readiness Standards for English Language Arts
Page 62 of 113- September 2016
Seventh Grade
CCR.W.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.
W.7.2f
Provide a concluding
statement or section that
follows from and supports
the information or
explanation presented.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Conclusions wrap up what
has been discussed
throughout the paper.
The concluding section
should the support the
information presented.
A student should understand
(Conceptual Understanding)
Providing support for the
information presented will
convince the reader that the
information presented is
accurate.
A student should be able to do
(Evidence of Knowledge)
Include a concluding
statement or section that
restates the topic.
Include a concluding
statement or section that
supports the information
presented.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
concluding statement, concluding section, support, information, explanation
College- and Career-Readiness Standards for English Language Arts
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Seventh Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well
-structured event sequences.
W.7.3a
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to orient the reader by
establishing a situation and
introducing a narrator and/or
characters.
How to organize an event
sequence that unfolds naturally.
How to write a narrative in
which he or she recounts a well-
elaborate event or short
sequence of events; includes
details to describe actions,
thoughts, and feelings; uses
temporal words to signal event
order; and provides a sense of
closure.
A narrative tells a story.
A narrator is the person who
tells the story of events.
A narrative includes a setting,
characters, and a plot.
The plot of a narrative is made
up of the events that take place
in a story (e.g., the exposition,
A student should understand
(Conceptual Understanding)
Establishing a context will let
the reader know what the essay
is about.
Organizing an event sequence
that unfolds naturally and
logically will allow the reader
the opportunity to get engaged
with the piece.
A student should be able to do
(Evidence of Knowledge)
Complete a graphic organizer to
plan the context, setting,
introduce the characters, and
logically sequence the plot.
Develop an engaging context to
hook the reader into the
narrative.
Establish a point of view.
Determine how he or she will
begin the narrative.
Introduce the narrator and
characters.
Organize an event sequence
that unfolds naturally and
logically.
College- and Career-Readiness Standards for English Language Arts
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rising acting, conflict, climax,
turning point, falling action,
solution/resolution).
The conflict is the central
problem that drives the action
of a narrative.
The setting of a narrative is the
time and place in which the
events of the narrative take
place.
The characters of a narrative
are the people, animals, or
other things in the story.
The point of view is the
perspective, or view from which
the narrator tells the story.
A story can be told in first
person point of view; first
person means a character in the
story is telling the story.
A story can be told in third
person point of view.
There are three types of third
person point of view.
o Third person omniscient
o Third person limited
o Third person objective
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
engage, orient establish a context, point of view, first person, third person omniscient, third person limited, third person objective,
introduce, narrator, characters, event, sequence, logically, effective technique, relevant descriptive details, well-structured event
sequences
College- and Career-Readiness Standards for English Language Arts
Page 65 of 113- September 2016
Seventh Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
W.7.3b
Use narrative techniques,
such as dialogue, pacing,
and description, to develop
experiences, events, and/or
characters.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to use narrative
techniques such as dialogue,
description, and pacing, to
develop experiences and
events.
Narrative techniques include
dialogue, pacing, and
description.
Dialogue is a conversation
between two or more
people.
Pacing is the manipulation of
time.
Pacing moves the events of
the narrative forward.
Description is a way to give
details about events, people,
and experiences.
How to use dialogue and
descriptions of actions,
thoughts, and feelings to
develop characters.
A student should understand
(Conceptual Understanding)
Narrative techniques such as
dialogue, description, and
pacing, assist in developing
complex characters.
Dialogue, pacing, and
description work together
and/or individually to drive
the action and push the plot
toward a resolution/solution.
Pacing is important to a
narrative to assist the
development of the plot by
allowing the events to flow
naturally.
Description provides a
spoken or written
representation of a person,
experience or an event.
Dialogue is important to the
development of the
character and events in a
narrative.
A student should be able to do
(Evidence of Knowledge)
Include techniques such as
dialogue, pacing, and
description to develop the
characters’ experiences.
Include techniques such as
dialogue, pacing, and
description to develop the
events in the plot.
Include techniques such as
dialogue, pacing, and
description to develop
complex characters.
Focus on a short period for
the narrative that allows the
student to develop the
experiences, events, and
characters in a complex,
engaging manner.
Include pacing that allows
the events and experiences
to flow and unfold naturally.
Include detailed description
to provide the reader a visual
College- and Career-Readiness Standards for English Language Arts
Page 66 of 113- September 2016
How to use narrative
techniques such as dialogue,
description, and pacing, to
show the responses of
characters to situations.
image of the events,
experiences, and or
characters in the story.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
narrative techniques, dialogue, pacing, description, experiences, events, characters, effective technique, descriptive details, well-
structured sequences
College- and Career-Readiness Standards for English Language Arts
Page 67 of 113- September 2016
Seventh Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well
-structured event sequences.
W.7.3c
Use variety of transition
words, phrases, and clauses
to convey sequence and
signal shifts from one time
frame or setting to another.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Transition words, phrases,
and clauses connect ideas
and paragraphs.
Transitional words will signal
exceptions, time, repetition,
summary, or conclusion,
emphasis, or give examples.
Sequencing is the order in
which things happen.
A student should understand
(Conceptual Understanding)
Transitions unify writing into
a whole piece.
Transitions connect ideas and
paragraphs.
Transitions connect
corresponding paragraphs.
Transition words assist
writers in developing
relationships among claims
and reasons.
There are many transition
words that convey sequence,
time, chronology (e.g., after,
as soon as, before, initially,
now, immediately,
meanwhile, when we
finished, soon after, before
long, suddenly, later on).
Transitions help readers
understand how ideas and
paragraphs work together.
Transitions help readers
understand that ideas and
A student should be able to do
(Evidence of Knowledge)
Include a variety of transition
words, phrases, and/or
clauses that provide logical
transitions in their writing.
Annotate his or her writing
for inclusion of transitions
that link one event and/or
paragraph to another are
included.
Annotate his or her writing
for inclusion of signal shifts
from one time frame to
another to ensure the plot is
moving forward.
Include signal shifts to
introduce a flashback if
appropriate to the context of
the narrative.
Use transition words to link
one setting to another in
appropriate to the context of
the narrative.
College- and Career-Readiness Standards for English Language Arts
Page 68 of 113- September 2016
paragraphs reference one
another.
Transitions help readers
understand that narratives
build from a small point to a
larger point.
Transitions create logical
progressions for the reader in
order to help the writer get
the point across.
A flashback occurs when a
writer interrupts a
sequenced narrative to
include an event from an
earlier time.
Effectively inserting a
flashback signals a time shift
from one time frame to
another.
A narrative can have more
than one setting.
Give and receive peer
feedback on the inclusion of
transitions to signal shifts
from one time frame to
another.
Give and receive peer
feedback on the inclusion of
transitions to signal shifts
from one setting to another
setting.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
variety, transition words/phrases/clauses, convey, sequence, signal shifts, time frame, flashback, setting
College- and Career-Readiness Standards for English Language Arts
Page 69 of 113- September 2016
Seventh Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
W.7.3d
Use precise words and
phrases, relevant
descriptive details, and
sensory language to convey
experiences and events.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to use concrete words
and phrases and sensory
details to convey experiences
and events precisely.
How to provide a sense of
closure in a narrative.
Precise language is language
that uses the right words to
convey the exact message.
Descriptive details convey a
clear picture of an idea.
Sensory details are details
that deal with the senses.
A student should understand
(Conceptual Understanding)
Writers should choose
precise words based on the
effect they want to achieve in
the reader.
Choosing words for their
specific connotations assists
the reader in determining the
mood of the passage and the
tone of the writer.
Tone is how the author
chooses to present the
writing (e.g., style, word
choice).
There are many possible
tones a writer can use (e.g.,
serious, humorous, amused,
angry, playful, neutral, ironic,
suspicious, witty).
Mood is the feeling a piece of
literature evokes in a reader.
There are many possible
moods a reader can feel (e.g.,
optimistic, gloomy, happy,
A student should be able to do
(Evidence of Knowledge)
Include words that are
precise to convey
experiences and events and
evoke feelings in the reader.
Include relevant descriptive
details to convey experiences
and events.
Include sensory language to
help create an image in the
reader’s mind of experiences
and events in the narrative.
Annotate his or her writing
for precise words, descriptive
details, and sensory
language.
Give and receive peer
feedback on the inclusion of
precise words, descriptive
details, and sensory
language.
College- and Career-Readiness Standards for English Language Arts
Page 70 of 113- September 2016
peaceful, sorrowful,
mournful).
Precise language will help the
reader understand the
writer’s topic.
Descriptive details provide a
spoken or written
representation of a person,
experience or an event.
Sensory details create visual
images for the reader.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
precise words, precise phrases, relevant descriptive details, sensory language, tone, mood, connotation, convey, experiences, events,
narratives, effective technique
College- and Career-Readiness Standards for English Language Arts
Page 71 of 113- September 2016
Seventh Grade
CCR.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-
structured event sequences.
W.7.3e
Provide a conclusion that
follows from the narrated
experiences or events.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to provide a conclusion
that follows the narrated
experiences or events.
A student should understand
(Conceptual Understanding)
Conclusions inform the
reader of the resolution or
solution.
A conclusion brings the
narrative to a close (e.g.,
shows what was learned
through the experience or
event by the narrator or
another character, connects
the event to a larger
meaning, provides a
reflection of the experience
or event).
A student should be able to do
(Evidence of Knowledge)
Include a concluding
statement or section that
follows from the narrated
events or experiences and
brings the narrative to a
close.
Give and receive peer
feedback on the inclusion of
an appropriate conclusion.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
provide, conclusion, narrated experiences, narrated events
College- and Career-Readiness Standards for English Language Arts
Page 72 of 113- September 2016
Seventh Grade
CCR.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W.7.4
Produce clear and coherent
writing in which the
development, organization,
and style are appropriate to
task, purpose, and
audience.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Coherent writing is logically
ordered, well-organized and
connected, and easy to
understand.
Text structure is how the
information within the text is
written or organized.
o Narration
o Description
o Process
o Definition
o Division and classification
o Compare and contrast
o Analogy
o Cause and effect
A writer’s style is the way he or
she chooses language to convey
ideas.
Style includes the author’s
voice, tone, and word choice.
A task is an assigned piece of
work to be completed.
There must be a purpose for
writing.
A student should understand
(Conceptual Understanding)
The assigned task must be
addressed in the writing.
Considering the purpose of the
writing will assist the writer in
the organization of the writing.
Determining the audience will
be helpful when developing the
subject.
A student should be able to do
(Evidence of Knowledge)
Present writing in a clear,
coherent manner.
Address the assigned task.
Use language appropriate to the
task, purpose, and audience.
Give and receive peer feedback
on development, organization,
style, task purpose, audience for
a variety of pieces of writing.
College- and Career-Readiness Standards for English Language Arts
Page 73 of 113- September 2016
o Entertain
o Inform/explain
o Express feelings/ideas
o Persuade
o Description
Audience refers to the intended
readers of the piece or listeners
to the piece.
Attending to the audience and
purpose assists the reader in
determining appropriate
language (formal, informal).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
produce, clear and coherent writing, development, organization, style, appropriate, task, purpose, audience, formal, informal
College- and Career-Readiness Standards for English Language Arts
Page 74 of 113- September 2016
Seventh Grade
CCR.W.6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
W.7.5
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. (Editing for
conventions should
demonstrate command of
Language standards 1-3 up
to and including grade 7.)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A peer is someone who is of
equal standing.
The steps of writing include
planning, revising, editing, re-
writing, or trying a new
approach.
Planning allows the student
the opportunity to gather
ideas, brainstorm, and map
out thoughts and make
decisions about the content
of a piece.
Revising is altering something
that has already been written
or printed in order to
improve, update or make
corrections.
Editing is correcting written
work, checking for grammar,
spelling, or punctuation
errors.
Command of the conventions
of standard English grammar
and its usage.
A student should understand
(Conceptual Understanding)
Receiving guidance and
support from peers and
adults will help the
development of and
strengthen the writing by
giving the writer an
opportunity to write for an
audience.
Using the writing process will
help develop the writer’s
piece.
Using the writing process will
help strengthen the writer’s
writing.
A student should be able to do
(Evidence of Knowledge)
Ask for and receive guidance
and support from peers and
adults for pieces of writing.
Make changes to pieces of
writing, based on the
feedback from peers and
teachers to strengthen
writing.
Demonstrate command of
the conventions of standard
English grammar and usage.
Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling.
Request peer or adult
feedback on the conventions
of standard English and edit
pieces of writing accordingly.
Demonstrate knowledge of
language and its conventions.
capitalization, punctuation,
and spelling.
College- and Career-Readiness Standards for English Language Arts
Page 75 of 113- September 2016
Command of the conventions
of standard English
capitalizations, punctuation,
and spelling.
Have knowledge of language.
Rewriting is to write again.
Audience refers to the
people who will read the
writer’s response.
The purpose is the reason the
writer writes a piece.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
guidance, support, peers, adults, develop, strengthen writing, planning, revising, editing, rewriting, new approach, purpose, audience
College- and Career-Readiness Standards for English Language Arts
Page 76 of 113- September 2016
Seventh Grade
CCR.W.6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
W.7.6
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Technology consists of
electronic and web-based
tools and applications used
to access, analyze, and
evaluate information.
The Internet is a global
system of interconnected
computer networks.
Produce means to create
something.
Publishing is the final step in
the writing process then the
writer shares the work with
others.
Keyboarding skills are
necessary for using both
word processing software
and database software.
Collaborate means to work
cooperatively with other and
interact with others.
How to type a minimum of
three pages in a single sitting.
A student should understand
(Conceptual Understanding)
The student’s writing will be
produced using technology
(e.g., PowerPoint, Prezi,).
The student’s writing will be
published through
technology (e.g., classroom
blogs, classroom webpages).
Link to sources means to
include a hyperlink to the
website resource used in
part/all of the presentation.
Linking the sources to the
writing will show the reader
the direct connections in the
writing.
Citing sources identifies and
credits the source from
which the information came.
Citing sources will allow the
reader to verify that the
information given is
supported by a reliable
source.
A student should be able to do
(Evidence of Knowledge)
Produce writing using
technology.
Publish writing through
technology.
Type a minimum of three
pages in a single sitting.
Collaborate with others to
retrieve information and/or
publish information.
Provide a link to sources
within the
presentation/publication.
Cite sources.
College- and Career-Readiness Standards for English Language Arts
Page 77 of 113- September 2016
Single sitting means one
period during which
someone completes an
activity.
Collaborating with others
provides many positive
opportunities for students
(e.g., make and receive
suggestions, assist others and
receive assistance,
coproduce products and
tasks).
The writing must be
produced using technology.
The writing must be
published through
technology.
Interacting and collaborating
with others will allow the
writer to have an ample
amount of information on
the topic.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
technology, Internet, produce, publish, collaborate, demonstrate, sufficient command of keyboarding skills, link to sources, cite sources,
single sitting
College- and Career-Readiness Standards for English Language Arts
Page 78 of 113- September 2016
Seventh Grade
CCR.W.7: Conduct short as well as more sustained research projects based on focused quotations, demonstrating understanding of
the subject under investigation.
W.7.7
Conduct short research
projects to answer a
question, drawing on
several sources and
generating additional
related, focused questions
for further research and
investigation.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to conduct short research
projects, using several sources
to build knowledge through
investigation of different
aspects of a topic.
A research project is an
organized study to discover
facts about a particular topic.
Sources are people, places, or
things that provide
information.
An inquiry is a request for
information.
An investigation is conducted
to find out the facts about
something.
A student should understand
(Conceptual Understanding)
Researching a topic will
answer questions that the
reader may have.
Using several sources will
provide more support for the
research topic.
Several sources will help verify
answers to the research
questions.
Based on the information
found, additional research and
investigations may be needed.
Students utilize an appropriate
standard format for giving
credit to the authors they are
citing, such as those from the
MLA or the APA.
A student should be able to
do
(Evidence of Knowledge)
Conduct short research
projects that answer a
question.
Use several sources when
conducting research.
Generate additional
questions for further
research and investigation,
based on the information
found.
Use a graphic organizer to
organize and maintain the
information from
resources.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
conduct, research project, several sources, refocusing, inquiry, research, sources, generate, focused questions, research, investigation
College- and Career-Readiness Standards for English Language Arts
Page 79 of 113- September 2016
Seventh Grade
CCR.W.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
W.7.8
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to recall relevant
information from
experiences or gather
relevant information from
print and digital sources.
Digital sources are sources
that are available in electric
form, readable and
manipulated by computer.
How to summarize or
paraphrase information in
notes and finished work.
How to provide a list or
sources.
How to quote a source
correctly within his or her
writing.
A student should understand
(Conceptual Understanding)
Information can be gathered
from print and digital
sources.
Sources are considered
credible when they are
trustworthy, accurate, and
reliable.
Paraphrase means to
rephrase an author’s idea in
different words.
Information from sources
should be used without
plagiarizing.
Plagiarism is the use of ideas
or writings of another author,
representing them as one’s
original work.
Providing bibliographic
information about sources
will give the author of the
information credit. A quote is
a repeat or copy of someone
else’s statement or thoughts.
A student should be able to do
(Evidence of Knowledge)
Gather information from
several print and digital
sources.
Assess the credibility of the
source by the author, the
author’s purpose, and the
date of the information.
Quote directly from a source
and provide credit to the
author by providing basic
bibliographic information
using an appropriate
standard format.
Paraphrase information from
others while avoiding
plagiarism and providing
basic bibliographic
information using an
appropriate standard format.
College- and Career-Readiness Standards for English Language Arts
Page 80 of 113- September 2016
Bibliographic information
consists of sources that are
consulted by a writer while
conducting research.
Credible sources are sources
worthy of confidence or
belief.
Students utilize an
appropriate standard format
for giving credit to the
authors they are citing, such
as those from the MLA or the
APA.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
multiple print sources, digital sources, search terms, credibility, quote, paraphrase, plagiarism, citation
College- and Career-Readiness Standards for English Language Arts
Page 81 of 113- September 2016
Seventh Grade
CCR.W.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
W.7.9a
Apply grade 8 Reading
standards to literary texts
(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”).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to compare and
contrast texts in different
forms or genres [e.g., stories
and poems; historical novels
and fantasy stories] in terms
of their approaches to similar
themes and topics.
How to compare and
contrast two or more
characters, settings, or
events in a story or drama,
drawing on specific details in
a text.
How to describe in depth a
character, setting, or event in
a story or drama, drawing on
specific details in a text.
Evidence is information that
shows, proves, or gives
reasons for making a
judgment.
A student should understand
(Conceptual Understanding)
Evidence to support analysis,
reflection, or research must
be retrieved from literary
texts.
A student should be able to do
(Evidence of Knowledge)
Provide a written response to
questions based on Reading
for Literature Standards 2–9.
Support written responses to
questions based on Reading
for Literature Standard 1.
Include evidence from
literary texts that supports
analysis, reflection, and
research.
College- and Career-Readiness Standards for English Language Arts
Page 82 of 113- September 2016
Literary texts are written
works such as a novel, poem,
or play.
Support is used to show that
an idea, statement, or theory
is true or correct.
Analysis means to separate
into parts in order to
determine what something is
or how it works.
Reflection is done to consider
the thoughts on a topic or
literary work.
Research is the careful
investigation or study of a
topic.
Have knowledge of Grade 7
reading standards for
literature.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
evidence, literary texts, informational texts, support, analysis, reflection, research, reading standards to literature
College- and Career-Readiness Standards for English Language Arts
Page 83 of 113- September 2016
Seventh Grade
CCR.W.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches
the authors take.
W.7.9b
Apply grade 7 Reading
standards to literary
nonfiction and/or
informational texts (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”).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to trace and evaluate
the argument and specific
claims in a text,
distinguishing claims that are
supported by reasons and
evidence from claims that are
not.
How to explain how an author
uses reasons and evidence to
support particular points in a
text, identifying which reasons
and evidence support which
point(s).
Evidence is information that
shows, proves, or gives reasons
for making a judgment.
Informational texts are written
selection intended to explain an
idea, topic, or process.
Support is used to show that an
idea, statement, or theory is
true or correct.
A student should understand
(Conceptual Understanding)
Evidence to support analysis,
reflection, or research must
be retrieved from
informational texts.
A student should be able to do
(Evidence of Knowledge)
Provide a written response to
questions based on Reading
for Literature and Reading for
Information Standards 2–9.
Support written responses to
questions based on Reading
for Literature and Reading for
Information Standard 1.
Include evidence gather from
informational texts that
supports analysis, reflection,
and research.
College- and Career-Readiness Standards for English Language Arts
Page 84 of 113- September 2016
Analysis means to separate into
parts in order to determine
what something is or how it
works.
Reflection is to consider the
thoughts on a topic or literary
work.
Research is the careful
investigation or study of a topic.
Have knowledge of Grade 7
reading standards for literary
nonfiction.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
evidence, literary texts, informational texts, support, analysis, reflection, research, literary nonfiction
College- and Career-Readiness Standards for English Language Arts
Page 85 of 113- September 2016
Seventh Grade
CCR.W.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 tasks, purposes, and audiences.
W.7.10
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.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Routine is a sequence of
actions regularly followed.
Time frames are periods of
time.
Research is the careful
investigation or study of a
topic.
Reflection is done to consider
the thoughts on a topic or
literary work.
Revision is a step in the
writing process used to
correct or improve the
original work.
Single sitting is a limited
period of activity without
stopping.
Discipline-specific tasks are
tasks related to a specific
branch of knowledge.
A student should understand
(Conceptual Understanding)
Writing should be done
regularly.
Writing will have to be
produced during different
time frames.
Writing will be produced for
a range of discipline-specific
tasks.
Writing will be produced for
a range of purposes.
Writing will be produced for
a range of audiences.
A student should be able to do
(Evidence of Knowledge)
Write routinely over
extended time frames and
shorter time frames.
Produce writing for a range
of discipline-specific tasks.
Produce writing for a range
of purposes.
Produce writing for a range
of audiences.
College- and Career-Readiness Standards for English Language Arts
Page 86 of 113- September 2016
Purpose is the intended or
desired result of a piece of
written or spoken material.
Audiences are the people for
whom a selection is written
or performed.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
routinely, extended time frames, shorter time frames, discipline-specific tasks, purposes, audiences
College- and Career-Readiness Standards for English Language Arts
Page 87 of 113- September 2016
Seventh Grade
CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
SL.7.1a
Come to discussions
prepared, having read or
researched material under
study; explicitly draw on
that preparation by
referring to evidence on
the topic, text, or issue to
probe and reflect on ideas
under discussion.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
A good communicator is able to
express his or her ideas
effectively and listen actively.
How to come to discussions
prepared, having read required
material.
How to use evidence to support
ideas shared in a discussion.
A student should understand
(Conceptual Understanding)
Sometimes it is necessary to
prepare for a discussion by
researching the topic, text, or
issue to be discussed.
Reading required material
prepares them for discussion of
the text.
How to identify key ideas from
researched material on the
topic, text, or issue under
discussion.
How to use evidence to support
ideas shared in a discussion.
How to formulate comments,
questions, and responses on
ideas under discussion.
A student should be able to do
(Evidence of Knowledge)
Provide evidence of
reading/studying required
material through note-taking
and/or annotation of the text.
Participate in discussions on the
required material, citing
evidence from the text to
support comments on the text.
Ask questions that require a
deeper probing of ideas
presented in the text.
Provide comments that offer a
differing perspective or
reflection of the topic or ideas
under discussion.
Develop comments, questions,
and responses based on
evidence.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
discussion, researched, evidence, probe
College- and Career-Readiness Standards for English Language Arts
Page 88 of 113- September 2016
Seventh Grade
CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
SL.7.1b
Follow rules for collegial
discussions, track progress
toward specific goals and
deadlines, and define
individual roles as needed.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to follow agreed-upon
rules of a collegial discussion.
The importance of setting
goals and deadlines for
collegial discussions.
How to define individual roles
for group discussions.
A student should understand
(Conceptual Understanding)
How to set goals and
deadlines, and then track
progress.
How to assign and assume
individual roles in a
discussion.
A student should be able to do
(Evidence of Knowledge)
Continually demonstrate the
ability to follow established
rules for participating in
collegial discussions (e.g.,
listen actively and attentively,
do not monopolize
discussion, ask for
clarification, respect every
member).
Within a collegial discussion,
remain on task and track
progress toward achieving
the instructional goal(s) set
forth by the teacher within
the established time frame.
Participate in small-group
discussions and effectively
carry out assigned role (e.g.,
leader, recorder, reporter,
illustrator, time keeper).
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
collegial, discussion, track, goals, deadlines, roles
College- and Career-Readiness Standards for English Language Arts
Page 89 of 113- September 2016
Seventh Grade
CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
SL.7.1c
Pose questions that elicit
elaboration and respond to
others’ questions and
comments with relevant
observations and ideas that
bring the discussion back
on topic as needed.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to pose and respond to
specific questions.
A student should understand
(Conceptual Understanding)
How to create questions that
elicit elaboration form their
peers during a discussion.
How to respond to questions
and comments with relevant
details.
How to track the progress of
a discussion and recognize
when the discussion is getting
off topic.
A student should be able to do
(Evidence of Knowledge)
In a one-on-one, small-group,
or whole-group setting, ask
questions about a topic, text,
or issue under discussion that
require classmates to
elaborate on their answers by
providing specific details and
relevant observations from
the text.
In a one-on-one, small-group,
or whole-group setting,
answer questions about a
topic, text, or issue under
discussion by elaborating on
specific details and relevant
observations from the text.
Bring a discussion back on
topic as needed by posing a
relevant question.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
pose, elicit, elaboration, relevant, observations
College- and Career-Readiness Standards for English Language Arts
Page 90 of 113- September 2016
Seventh Grade
CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
SL.7.1d
Acknowledge new
information expressed by
others and, when
warranted, modify their
own views.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to demonstrate
understanding of multiple
perspectives by reflecting on the
ideas expressed.
Group discussions can be a
powerful way to gain new
understanding.
Reflecting and paraphrasing
information helps you better
understand the key ideas
expressed in a discussion.
Paraphrasing means to express
the meaning of another person’s
writing and/or speaking using
different words.
A student should understand
(Conceptual Understanding)
It is important to allow your
views to be flexible.
How to acknowledge the key
ideas presented by others in a
discussion and integrate those
key ideas with their own when
warranted.
A student should be able to do
(Evidence of Knowledge)
In one-on-one, small group, or
whole group settings, review
new information expressed by
classmates.
In one-on-one, small-group, or
whole-group settings,
paraphrase other classmates’
ideas and perspectives.
In one-on-one, small group, or
whole group settings, reflect on
others’ ideas and affirm or,
when warranted, adjust his or
her own ideas.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
acknowledge, information, expressed, warranted, modify, views
College- and Career-Readiness Standards for English Language Arts
Page 91 of 113- September 2016
Seventh Grade
CCR.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.7.2
Analyze the main ideas and
supporting details
presented in diverse media
and formats (e.g., visually,
quantitatively, orally) and
explain how the ideas
clarify a topic, text, or issue
under study.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
By interpreting information
presented in diverse media and
formats, you develop a stronger
understanding of the topic, text, or
issue under study.
Interpreting information requires
students to attend closely to the
format in which the information is
presented.
Interpreting information means
explaining what the information
means.
Diverse media and formats refer to
the different types of media and
formats available.
o Visual (e.g., video clips,
graphics, diagrams,
photographs, illustrations,
digital storytelling, web page,
blog, images, political cartoons,
maps, magazines, timelines)
o Quantitative (e.g., bar graphs,
line graphs, pie charts, box
plots, tables, spreadsheets,
histograms)
A student should understand
(Conceptual Understanding)
How to identify and analyze
the main idea and supporting
details presented in a variety
of media and formats.
Ideas presented in diverse
media and formats should
help to clarify the topic, text,
or issue under study.
A student should be able to do
(Evidence of Knowledge)
Determine the main idea and
supporting details of
information presented through
a variety of media and formats.
Analyze the main idea and
details of the information
presented through a variety of
media and formats to explain
how the ideas help to make a
topic, text, or issue under study
more clear.
Participate in a discussion of
how ideas presented in diverse
media and formats helps to
clarify the topic, text, or issue
under study.
Summarize the information
presented in diverse media and
formats.
Discuss and explain how visual,
quantitative, and oral formats
contribute differently to a topic,
text, or issue.
Paraphrase the information
presented in diverse media and
formats.
College- and Career-Readiness Standards for English Language Arts
Page 92 of 113- September 2016
o Orally (e.g., discussion,
interview, radio, television,
teleconference, presentations,
speeches, audio recordings)
How to summarize a written text
orally.
How to summarize information
presented through various forms of
media and various formats
(visually, quantitatively, orally).
How to paraphrase portions of a
read-aloud text orally.
How to paraphrase information
presented through various forms of
media and various formats
(visually, quantitatively, orally).
How to determine the main ideas
and supporting details of a read-
aloud text.
How to determine the main idea
and supporting details of
information presented in various
media and formats (visually,
quantitatively, orally).
How to recount or describe key
ideas and details from a read-aloud
text.
How to recount or describe key
ideas and details from information
presented orally or through other
media.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
analyze, main ideas, supporting details, diverse media and formats, visually, quantitatively, orally, explain, clarify, topic, text, issue
College- and Career-Readiness Standards for English Language Arts
Page 93 of 113- September 2016
interpret, contributes
Seventh Grade
CCR.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence or rhetoric.
SL.7.3
Delineate a speaker’s
argument and specific
claims, evaluating the
soundness of the reasoning
and the relevance and
sufficiency of the evidence.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Delineate means to outline,
trace, or describe.
The difference between a
claim that is supported with
reasons and evidence
opposed to a claim this is
unsupported.
How to identify a speaker’s
claim(s) and explain how each
claim is supported by the
argument or arguments the
speaker makes (the
evidence).
A speaker uses reasons, facts,
statistics, details, etc. to
support his or her arguments
for a claim or claims.
A claim is a statement of
opinion the writer or speaker
is trying to prove.
Argument(s) is how the
speaker supports his claim(s);
A student should understand
(Conceptual Understanding)
The difference between
sound and unsound
reasoning.
Sound reasoning is based on
facts, statistical data, credible
sources, etc.
Unsound reasoning refers to
evidence presented from
non-credible sources such as,
blogs, self-authored cites,
opinions, etc., or evidence
that is not directly connected
to the idea.
Some arguments may not be
relevant (not appropriate or
not closely connected) to the
claim.
Some of the evidence
presented may not be
sufficient; the argument
presented may be weak
details that do not provide
A student should be able to do
(Evidence of Knowledge)
Provide an outline of a
speaker’s claim(s) and
supporting arguments (main
points).
Provide an evaluation of
whether or not a claim is
supported by reasons and
evidence.
Provide an evaluation of
whether or not the evidence
and reasoning presented is
sound.
Provide an evaluation of
whether or not the evidence
presented is relevant and
sufficient.
College- and Career-Readiness Standards for English Language Arts
Page 94 of 113- September 2016
argument is the main point or
points a speaker makes to
provide supporting reasons
and evidence for his claim.
adequate support for the
claim.
Sufficient refers to enough or
adequate.
How to identify the speaker’s
purpose and audience by
analyzing the content and
delivery.
Evaluate refers to making a
judgment.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
delineate, argument, claims, evaluating, evaluation, soundness, sound reasoning, unsound reasoning, relevance, relevant, sufficient,
sufficiency, evidence, distinguish, supported claim, unsupported claim
College- and Career-Readiness Standards for English Language Arts
Page 95 of 113- September 2016
Seventh Grade
CCR.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
SL.7.4
Present claims and
findings, emphasizing
salient points in a focused,
coherent manner with
pertinent descriptions,
facts, details, and
examples; use appropriate
eye contact, adequate
volume, and clear
pronunciation.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to plan and deliver
presentations.
How to sequence ideas
logically.
The importance of separating
pertinent information from
impertinent information
when presenting claims and
findings.
Pertinent refers to whether
or not the description, facts,
and details clearly relate to or
are relevant to the claim or
findings under discussion.
Accentuating a main idea or
theme means to present
information that emphasizes
a main idea or theme by
using details, facts, gestures,
and body language.
A student should understand
(Conceptual Understanding)
How to determine salient
points and pertinent
descriptions, facts, details,
and examples in order to
emphasize them in a
presentation.
How to arrange claims,
findings, salient points,
pertinent descriptions, facts,
details, and examples in a
focused, coherent manner.
A salient point refers to a
prominent or obvious detail
or feature.
Coherent manner means to
express the salient points in a
clear, logical, and well-
organized way.
A student should be able to do
(Evidence of Knowledge)
Present claims and findings,
emphasizing salient points in
a focused, coherent manner
with pertinent descriptions,
facts, details, and examples.
Use appropriate eye contact,
adequate volume, and clear
pronunciation when
presenting.
College- and Career-Readiness Standards for English Language Arts
Page 96 of 113- September 2016
The importance of using
appropriate eye contact,
adequate volume, and clear
pronunciation.
How to report on a topic or
present an opinion in an
organized manner.
How to sequence ideas
logically.
How to use appropriate facts
and relevant, descriptive
details to support main ideas
or themes.
How to speak clearly at an
understandable pace.
How to tell a story in an
organized manner, using
appropriate facts and
relevant, descriptive details
to support main idea or
theme.
How to recount an
experience in an organized
manner.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
present claims, present findings, salient points, focused, coherent, sequencing, logically, pertinent, description, fact, detail, accentuate,
main idea, themes, appropriate eye contact, adequate volume, clear pronunciation
College- and Career-Readiness Standards for English Language Arts
Page 97 of 113- September 2016
Seventh Grade
CCR.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
SL.7.5
Include multimedia
components and visual
displays in presentations to
clarify claims and findings
and emphasize salient
points.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify a speaker’s
claim(s) and explain how each
claim is supported by the
argument or arguments the
speaker makes (the evidence).
A speaker uses reasons, facts,
statistics, details, etc. to support
his or her arguments for a claim
or claims.
A claim is a statement of opinion
the writer or speaker is trying to
prove.
Argument(s) is how the speaker
supports his claim(s); argument
is the main point or points a
speaker makes to provide
supporting reasons and
evidence for his claim.
Including multimedia and visual
components can help the
audience understand the main
idea and key details of his or her
report.
How to select appropriate
multimedia components (e.g.,
A student should understand
(Conceptual Understanding)
Which parts of his or her
presentation could use
clarification or emphasis.
How to select multimedia
components/visual displays that
add meaning to his or her
presentation.
A salient point refers to a
prominent or obvious detail or
feature.
A student should be able to do
(Evidence of Knowledge)
Select multimedia components
that help to clarify claims and
findings to oral presentations
and emphasize salient points.
Create and add multimedia
components that help to clarify
claims and findings and
emphasize salient points in a
presentation.
Design and create a visual
display to include in an oral
presentation that helps to clarify
claims and findings and
emphasize salient points.
College- and Career-Readiness Standards for English Language Arts
Page 98 of 113- September 2016
graphics, images, music, sound,
etc.) that best clarify
information in a presentation.
How to select appropriate visual
displays that best clarify
information in a presentation.
Adding multimedia (e.g.,
graphics, sound) and visual
displays to a presentation can
enhance the development of
main ideas or themes.
How to create engaging audio
recordings of stories and poems
that demonstrate fluid reading
at an understandable pace.
How to add visual displays to a
presentation to emphasize or
enhance certain facts or details.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
multimedia, components, graphics, images, music, sound, visual displays, presentations, clarify, claim, findings, emphasize, salient point
College- and Career-Readiness Standards for English Language Arts
Page 99 of 113- September 2016
Seventh Grade
CCR.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated
or appropriate.
SL.7.6
Adapt speech to a variety
of contexts and tasks,
demonstrating command
of formal English when
indicated or appropriate.
(See grade 7 Language
standards 1 and 3 for
specific expectations.)
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Language should be adjusted
depending on whom he or she is
speaking to and the specific
occasion, context or task.
How to determine if formal or
informal English is appropriate
in a given setting and audience.
How to identify formal and
informal settings.
The qualities of formal and
informal speech.
How to differentiate between
contexts or situations that call
for formal English and contexts
or situations where informal
English is appropriate.
How to speak in complete
sentence when asked to provide
requested details, information,
or clarification.
A student should understand
(Conceptual Understanding)
Language should be adjusted
depending on audience and the
specific occasion, context or
task.
How to determine if formal or
informal English is appropriate
in a given setting and audience.
A student should be able to do
(Evidence of Knowledge)
Appropriately adapt speech for
a variety of contexts and tasks.
Based on audience, context, and
task, determine when formal or
informal language should be
used.
Demonstrate correct usage of
formal English when indicated.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
adapt, speech, variety, contexts, tasks, formal English, appropriate, situation
College- and Career-Readiness Standards for English Language Arts
Page 100 of 113- September 2016
Seventh Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.7.1a
Explain the function of
phrases and clauses in
general and their function
in specific sentences.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Phrases and clauses are
groups of words that give
information in a sentence.
A phrase cannot stand alone
because it does not contain
both a subject and a
predicate.
A clause is a group of words
that contains both a subject
and a predicate. There are
two types of clauses.
o Independent clauses can
stand alone as a sentence.
o A dependent clause cannot
stand alone as a sentence.
A student should understand
(Conceptual Understanding)
Some phrases and clauses
function like adjectives. They
modify a noun or a pronoun
in a sentence.
Some phrases and clauses
function like adverbs. They
modify a verb, an adjective or
another adverb in a sentence.
A student should be able to do
(Evidence of Knowledge)
Explain the function of
phrases in general and in
specific sentences.
Explain the function of
clauses in general and in
specific sentences.
Choose phrases and clauses
correctly when writing or
speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
phrases, clauses, function, subject, predicate, independent clauses, dependent clauses, adjectives, noun, pronoun, adverbs, verb
College- and Career-Readiness Standards for English Language Arts
Page 101 of 113- September 2016
Seventh Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.7.1b
Choose among simple,
compound, complex, and
compound-complex
sentences to signal
differing relationships
among ideas.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to produce simple,
compound, and complex
sentences.
An independent clause can
stand alone as a sentence.
A dependent clause cannot
stand alone as a sentence and
must be paired with an
independent clause.
A student should understand
(Conceptual Understanding)
Writing can be improved by
using different sentence types.
A simple sentence contains one
independent clause.
A compound sentence contains
two or more independent
clauses that are joined by a
comma and a coordinating
conjunction, a semicolon, or a
semicolon with a conjunctive
adverb and a comma.
A complex sentence has one
independent clause and one or
more dependent clauses.
A compound-complex sentence
contains two or more
independent clauses and one or
more dependent clauses.
A student should be able to do
(Evidence of Knowledge)
Choose among sentence types
to signal differing relationships
among ideas when writing or
speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
simple sentence, compound sentence, complex sentence, compound-complex sentence, differing, relationships, independent clause, dependent
clause
College- and Career-Readiness Standards for English Language Arts
Page 102 of 113- September 2016
Seventh Grade
CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or
keyboarding) or speaking.
L.7.1c
Place phrases and clauses
within a sentence,
recognizing and correcting
misplaced and dangling
modifiers.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Phrases and clauses are groups of
words that provide information in a
sentence.
A modifier is a word, phrase, or
clause that changes, or modifies,
the meaning of some part of a
sentence.
A student should understand
(Conceptual Understanding)
A misplaced modifier occurs when a
word, phrase, or clause is placed
too far away from the word it
modifies.
A dangling modifier occurs when a
word, phrase, or clause modifies an
unintended or non-existent word
due to its place in a sentence.
A student should be able to do
(Evidence of Knowledge)
Identify and correct misplaced and
dangling modifiers when writing or
speaking.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
phrases, clauses, misplaced modifier, dangling modifier
College- and Career-Readiness Standards for English Language Arts
Page 103 of 113- September 2016
Seventh Grade
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2a
Use a comma to separate
coordinate adjectives (e.g.,
It was a fascinating,
enjoyable movie –
but not He wore an old [,]
green shirt).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
An adjective describes a noun
by answering one of the
following questions:
o What kind?
o How many?
o Which one?
An adjective can be a single
word, a phrase, or clause.
A student should understand
(Conceptual Understanding)
Coordinate adjectives are two
or more adjectives that
modify the same noun.
Coordinate adjectives equally
modify the noun, but they do
not modify one another.
A comma should separate
coordinate adjectives.
A student should be able to do
(Evidence of Knowledge)
Use a comma to separate
coordinate adjectives.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
comma, coordinate adjectives
College- and Career-Readiness Standards for English Language Arts
Page 104 of 113- September 2016
Seventh Grade
CCR.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.7.2b
Spell correctly.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to consult reference
materials, as needed, to
check the spelling of a word.
A student should understand
(Conceptual Understanding)
Effective communication of
ideas when writing or
speaking relies on the
appropriate usage of the
conventions of standard
English.
A student should be able to do
(Evidence of Knowledge)
Spell grade-level words
correctly.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
spell, correctly
College- and Career-Readiness Standards for English Language Arts
Page 105 of 113- September 2016
Seventh Grade
CCR.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
L.7.3a
Choose language that
expresses ideas precisely
and concisely, recognizing
and eliminating wordiness
and redundancy.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to vary sentence
patterns for meaning,
reader/listener interest, and
style.
How to expand, combine, and
reduce sentences for
meaning, reader/listener
interest, and style.
How to use words and
phrases to convey ideas
precisely.
How to distinguish the literal
and nonliteral meaning of
words and phrases in context
(e.g., take steps).
A student should understand
(Conceptual Understanding)
One way to make writing
more effective is to make the
ideas precise.
Removing unnecessary words
can make his or her writing
more precise and concise.
A student should be able to do
(Evidence of Knowledge)
Choose language that
expresses ideas precisely and
concisely.
Recognize and eliminate
wordiness and redundancy.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
express, precisely, concisely, eliminating, wordiness, redundancy, sentence patterns, style, expand, combine, reduce, convey, literal,
nonliteral
College- and Career-Readiness Standards for English Language Arts
Page 106 of 113- September 2016
Seventh Grade
CCR.L.4: Determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.7.4a
Use context (e.g., the
overall meaning of a
sentence or paragraph; a
word’s position or function
in a sentence) as a clue to
the meaning of a word or
phrase.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Context clues are words and
phrases in the text that give
hints to a word’s meaning.
There are several types of
context clues readers can look
for when trying to figure out
unfamiliar text. Many of the
types have signal words.
o Definition (e.g., is, means,
are, or)
o Example (e.g., such as, like,
for example)
o Restatements (e.g., or, that
is, in other words, which is)
o Cause/effect (e.g., as a
result, because)
o Comparison/contrast (e.g.,
although, similarly, like,
unlike)
A student should understand
(Conceptual Understanding)
The overall meaning of a
sentence or a paragraph
can be used to determine
the meaning of a word or
phrase.
A word’s position and
function in a sentence can
be used to derive word
meaning.
A student should be able to do
(Evidence of Knowledge)
Use the overall context of
sentence or paragraph to
determine the meaning of an
unknown word or phrase.
Use a word’s position and
function in a sentence to
determine the meaning of an
unknown word or phrase.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
context, definition, example, restatement, cause/effect, comparison/contrast, position, function
College- and Career-Readiness Standards for English Language Arts
Page 107 of 113- September 2016
Seventh Grade
CCR.L.4: Determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.7.4b
Use common, grade-
appropriate Greek or Latin
affixes and roots as clues to
the meaning of a word
(e.g., belligerent, bellicose,
rebel).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Adding an affix (prefix or
suffix) to a root word forms
many English words.
The root of a word is its basic
meaning before an affix is
added.
A prefix is a word part added
to the beginning of a root to
change its meaning.
A suffix is a word part added
to the end of a root to change
its meaning.
A student should understand
(Conceptual Understanding)
The meanings of grade-
appropriate Greek or Latin
roots in order to use their
meanings as a clue to
determine the meaning of
unknown words.
o Example: belli means
“war”
The meanings of grade-
appropriate Greek and Latin
affixes in order to use their
meanings as a clue to
determine unknown words.
o Examples:
-ent means “inclined
to”
A student should be able to do
(Evidence of Knowledge)
Demonstrate knowledge of
the meaning of grade-
appropriate roots.
Demonstrate knowledge of
the meaning of grade-
appropriate Greek or Latin
prefixes.
Demonstrate knowledge of
the meaning of grade-
appropriate Greek or Latin
suffixes.
Use Greek and Latin affixes
and roots to derive word
meaning.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
affix, prefix, suffix, root
College- and Career-Readiness Standards for English Language Arts
Page 108 of 113- September 2016
Seventh Grade
CCR.L.4: Determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.7.4c
Consult general and
specialized reference
materials (e.g.,
dictionaries, glossaries,
thesauruses), both print
and digital, to find the
pronunciation of a word or
determine or clarify its
precise meaning or its part
of speech.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Reference materials are print
or digital resources that give
factual information about a
word or topic.
A dictionary lists words in
alphabetical order. Each
entry contains the word’s
pronunciation, part of
speech, and definition(s).
A glossary is an alphabetical
list of words that are used in
a book. The glossary also
contains the word’s
pronunciation and part of
speech, but the glossary will
only provide the definition of
the word as it is used in the
book.
A thesaurus lists synonyms
and antonyms for words.
A student should understand
(Conceptual Understanding)
Words can have more than
one definition and can
function as more than one
part of speech.
When reading and writing,
consult a reference material
to determine or clarify a
word’s meaning or part of
speech.
A student should be able to do
(Evidence of Knowledge)
When writing and speaking:
Consult a dictionary, either
print or digital, to confirm the
meaning of a word and to
find its pronunciation and
part of speech.
Consult a glossary of a book,
either print or digital, to find
a word’s pronunciation, part
of speech, and to determine
the word’s meaning in that
particular book.
Consult a thesaurus, either
print or digital, to find
synonyms and antonyms of a
word.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
reference materials, dictionary, pronunciation, part of speech, definition, glossary, thesaurus, synonym, antonym
College- and Career-Readiness Standards for English Language Arts
Page 109 of 113- September 2016
Seventh Grade
CCR.L.4: Determine or clarify the meaning of unknown or multiple-meaning words and phrases by using context clues, analyzing
meaningful word parts, and consulting general and specialized reference materials, as appropriate.
L.7.4d
Verify the preliminary
determination of the
meaning of a word or
phrase (e.g., by checking
the inferred meaning in
context or in a dictionary).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to determine the
meaning of an unknown word
using context clues.
How to consult reference
materials to determine the
meaning of a word.
A student should understand
(Conceptual Understanding)
Verifying the preliminary
determination of the
meaning of a word or phrase
by checking the inferred
meaning in context or in a
dictionary ensures that you
are using words correctly
when writing or speaking.
Effective readers, writers, and
speakers use knowledge of
language to acquire, clarify,
and appropriately use
vocabulary.
A student should be able to do
(Evidence of Knowledge)
Determine the meaning of a
word by checking the inferred
meaning in context.
Determine the meaning of a
word by checking by checking
the inferred meaning in a
dictionary.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
verify, preliminary, inferred, context
College- and Career-Readiness Standards for English Language Arts
Page 110 of 113- September 2016
Seventh Grade
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5a
Interpret figures of speech
(e.g., literary, biblical, and
mythological allusions) in
context.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
Figurative language is
language that goes beyond
the literal meaning of the
words.
How to interpret similes,
metaphors and
personification in context.
o A simile compares two
things using the words like
or as.
o A metaphor compares two
things by stating that one
thing is other.
o Personification is a figure
of speech that gives
human attributes to
something that is non-
human.
A student should understand
(Conceptual Understanding)
An allusion is a reference to a
well-known person, place,
event, piece of art, or literary
work.
Writers use allusions to make
associations in the mind of
the reader.
A student should be able to do
(Evidence of Knowledge)
Interpret figures of speech in
context.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
interpret, figures of speech, figurative language, literal, similes, metaphors, compares, personification, attributes, allusion, associations
College- and Career-Readiness Standards for English Language Arts
Page 111 of 113- September 2016
Seventh Grade
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5b
Use the relationship
between particular words
(e.g., synonym/antonym,
analogy) to better
understand each of the
words.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How words are related to one
another helps build
vocabulary knowledge.
Synonyms are words that
have the same, or nearly the
same meaning.
Antonyms are words that
have opposite meanings.
A student should understand
(Conceptual Understanding)
An analogy shows the
relationship between two
pairs of words.
A student should understand
that it is important to
determine the relationship
between the first pair of
words in an analogy. Then,
the student should apply the
same relationship to the
second pair of words.
Synonym/antonyms analogies
show relationships in which
one word in each pair is the
opposite of the other.
A student should be able to do
(Evidence of Knowledge)
Analyze the relationship
between particular words.
Use the relationship between
particular words to better
understand each of the
words.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
synonym, antonym, analogy
College- and Career-Readiness Standards for English Language Arts
Page 112 of 113- September 2016
Seventh Grade
CCR.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.7.5c
Distinguish among the
connotations (associations)
of words with similar
denotations (definitions)
(e.g., refined, respectful,
polite, diplomatic,
condescending).
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to determine the explicit
meaning of a word.
How to use word
relationships to clarify
meaning of a word.
A word can have different
kinds of meanings.
A student should understand
(Conceptual Understanding)
A word’s denotation is its
dictionary definition.
A word’s connotation is the
feeling or association that it
suggests.
Connotations can be positive,
negative, or neutral.
A student should be able to do
(Evidence of Knowledge)
Determine the connotations
of words with similar
denotations.
Choose and use specific
words for their connotations
to achieve an effect or a
specific purpose.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
distinguish, connotation, association, denotation, definition, dictionary, positive, negative, neutral
College- and Career-Readiness Standards for English Language Arts
Page 113 of 113- September 2016
Seventh Grade
CCR.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
L.7.6
Acquire and use accurately
grade-appropriate general
academic and domain-
specific words and phrases;
gather vocabulary
knowledge when
considering a word or
phrase important to
comprehension or
expression.
Desired Student Performance
A student should know
(Prerequisite Knowledge)
How to identify, understand,
and use 6
th
grade general
academic and domain-
specific terms.
Certain phrases signal
relationships, such as
contrast.
A student should understand
(Conceptual Understanding)
Academic words are words
that are used routinely in all
types of texts. They often
represent subtle or precise
ways to say relatively simple
things.
Domain-specific words are
words that are specific to a
course of study.
How to use context clues and
their knowledge of language
to determine a word’s
meaning in reading, writing,
speaking, or listening.
A student should be able to do
(Evidence of Knowledge)
Provide a statement
demonstrating accurate
meaning and use of grade-
appropriate general academic
words and phrases.
Use a range of general
academic and grade-specific
words and phrases
accurately.
Correctly use the general
academic and domain specific
words that are important to
the comprehension of a text.
KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:
academic words, domain-specific words, subtle, precise