Grade 7 ELA OLS Standards

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.Explain the function of phrases and clauses in general and their function in specific sentences. b.Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c.Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

Explain the function of phrases and clauses in general and their function in specific sentences.

Demonstrate the conventions of grammar when writing or speaking by forming declarative, imperative, interrogative sentences and complex sentences.

Explain the function of phrases and clauses in general and within the context of specific sentences.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Communicate using the conventions of standard English grammar, including simple and compound sentences.

Use simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Communicate using simple sentences.

Recognize that changing the placement of a phrase or clause can add variety, emphasize particular relationships among ideas, or alter the meaning of a sentence or paragraph.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Identify gerunds that end in -ing and are verbs used as nouns, which are the subjects, direct objects, indirect objects, or objects of the preposition in a sentence (e.g., Jenny bought new tennis shoes for hiking.).

Define gerunds.

Identify infinitives that are made up of to + a verb and are used as adjectives and nouns in a sentence (e.g. I want to go to the beach.).

Choose the correct punctuation to fit in between clauses when forming various sentence types.

Identify the difference between independent and dependent clauses.

Identify phrases that contain a subject OR a verb and clauses contain a subject AND a verb.

Identify clauses that may not be complete sentences if they start with a subordinating conjunction or relative pronoun.

Sort words by parts of speech.

Identify prepositions.

Describe prepositions.

Identify nouns and verbs in a sentence.

Label verbal as its part of speech in a sentence.

Identify the eight parts of speech, particularly nouns and verbs.

Identify adjectives.

Define adjective.

Identify verbs.

Define verb.

Identify which parts of speech are used in each part of a sentence (e.g., Nouns can be used as subject, direct object, indirect object, object of the preposition).

Use any mode to communicate an idea, opinion, or event.

Actively engage in communication using sentences, pictures, or AAC/ VOCA.

Show cues of readiness for communication. (i.e. lean forward, make eye contact, reach out, etc.)

Engage with communication partner(s).

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Use a comma to separate coordinate adjectives (e.g., “It was a fascinating, enjoyable movie” but not “He wore an old [,] green shirt”). b. Spell words correctly.

Know and apply formal American English capitalization, punctuation, and spelling when writing.

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Generate sentences in a variety of structures, using correct conventions of capitalization, punctuation (including commas in a series), and adherence to spelling patterns (CVC, CCVC, CVCC, VCe).

Use a comma to separate coordinate adjectives (e.g., a fascinating, enjoyable movie).

Spell correctly.

Generate sentences that include correct conventions of capitalization, punctuation, and spelling of common words using available tools and resources.

Spell words accurately, using gradelevel spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.

Use capital letters for familiar names and at the beginning of sentences. Use appropriate punctuation at the ends of sentences.

Identify when a comma is should be added to writing.

Describe the rules for using a comma in a sentence.

Identify the function of commas.

Distinguish between various sentence types.

Identify the components of a complete sentence.

Demonstrate an understanding of basic spelling rules.

Recognize complete sentences from capital letter to end mark.

Read or listen to the reading of sentences to understand how punctuation choice impacts meaning.

Identify punctuation as a signal to indicate a pause or break in the flow of reading.

Actively engage in reviewing multiple examples of proper capitalization, punctuation, and spelling.

Engage with punctuation and capital letters.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely. b. Recognize and eliminate wordiness and redundancy.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose language that expresses ideas precisely and concisely.

Apply conventions of standard English speaking or writing by filtering out extraneous information while focusing on the main points of the message.

Use language that expresses ideas precisely and concisely.

Recognize and eliminate wordiness and redundancy.

Convey a message that is concise and to the point, without extraneous information.

Recognize and eliminate wordiness and redundancy.

Use language to share thoughts or feelings with others.

Maintain consistent style and tone appropriate to the audience and purpose.

Demonstrate understanding of how the language used plays a role in the effectiveness of the message.

Define redundancy.

Define wordiness.

Use verbs in communications when writing or speaking.

List common verbs.

Identify verbs while reading, or listening.

Identify parts of speech, particularly verbs and their functions in a sentence.

Actively engage (through any mode of communication) in a conversation with one participant.

Engage with communication partner.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. 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. b.Use common, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. 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. d.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).

Determine or clarify the meaning of unknown words or multiple-meaning words or phrases.

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.

Use context clues, word structure, or reference materials to determine the meaning of unfamiliar words or phrases.

Use context within and beyond a sentence to determine the intended meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Use sentence or paragraph-level context to determine the meaning of unfamiliar or multiplemeaning words or phrases.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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 part of speech.

Determine the meaning of a word.

Consult print and/or digital resources (e.g. dictionaries, glossaries, thesauruses), to support the pronunciation of a word and verify its precise meaning or part of speech.

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).

Define denotation.(dictionary definition)

Define roots and affixes.

Use a dictionary to find the definition of a word.

Label the parts of a dictionary definition.

Use sentence or paragraph level context clues to determine the meaning of a word.

Recognize that the synonyms of a word found in a thesaurus indicate various connotations of the original word.

Define synonym.

identify the meaning of a word based on sentence or paragraph level context

Identify words represented in text or visually that have multiple meanings.

Determine which connotation is appropriate to use in a sentence based on the sentence’s context.

Determine the meaning of an unknown word without using reference materials (e.g., Greek and Latin roots and affixes, word association).

Match an object or picture to a word to convey correct meaning.

Actively engage with objects, tactile graphics, or other sensory experiences related to better understand the meaning of words.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationship between particular words (e.g., synonym/ antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Explain the meaning of figurative language (e.g., similes, metaphors)

Explain figurative language, including allusions (e.g. literary, biblical, and mythological) in context.

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Identify the relationship between words such as synonyms and antonyms and simple connotations.

Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Identify connections between words and their uses.

Distinguish among the connotations (implied meanings, associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Define denotation (dictionary definition) and connotation (alternate meanings based on feelings associated with a word).

Match alternate meanings to words.

Communicate using any mode using various synonyms and antonyms.

Identify conceptual differences (e.g., hot/cold).

Match connotations to their denotative word.

Identify when a word or phrase is being used in a nonliteral way.

Identify multiple meanings of words.

Identify words that share meaning.

Identify words with conceptual differences (e.g., hot/cold).

Demonstrate understanding of the idea that word meaning is not always concrete (e.g. the word “rock” as a noun vs. a verb).

Actively engage in guided sharing of words with hidden meanings using graphic and tactile representations.

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.

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.

Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through reading, writing, listening, and speaking.

Use grade-level, age-appropriate academic and content-specific words and phrases in speaking and writing.

Sort academic and domainspecific words by connecting them to an appropriate subject or topic.

Communicate using grade-level words and phrases acquired through interactions with others.

Choose appropriate domain-specific words for writing or speaking.

Identify grade-level, subject specific vocabulary..

Match grade-level subject specific words to their meanings using any form, including images or objects.

Engage with grade-level peers, and adults to gain ageappropriate word exposure.

Engage with a communication partner.

Speaking and Listening

Range of Reading and Level of Text Complexity

Craft and Structure

Complexity b

Complexity c

Learning Progression

Complexity a

Complexity a

Complexity a

Learning Progression

Learning Progression

Complexity a

Learning Progression

Complexity a

Complexity a

Complexity c

Complexity b

Complexity c

Learning Progression

Complexity b

Learning Progression

Integration of Knowledge and Ideas

Complexity a

Complexity b

Complexity c

Complexity a

Complexity b

Learning Progression

Learning Progression

Key Ideas and Details

Complexity c

Complexity c

Learning Progression

Craft and Structure

Complexity a

Complexity a

Reading Standards for Informational Text

Production and Distribution of Writing

Complexity c

Complexity c

Complexity b

Learning Progression

Complexity c

Complexity c

Complexity c

Complexity c

Integration of Knowledge and Ideas

Complexity b

Learning Progression

Complexity a

Complexity a

Learning Progression

Complexity b

Complexity a

Research to Build and Present Knowledge

Complexity b

Comprehension and Collaboration

Learning Progression

Complexity b

Learning Progression

Text Types and Purposes

Complexity b

Complexity a

Complexity a

Complexity b

Complexity c

Complexity b

Language Standards

Complexity a

Complexity a

Complexity a

Complexity c

Complexity b

Complexity a

Complexity a

Complexity b

Learning Progression

Complexity b

Complexity c

Learning Progression

Complexity a

Conventions of Standard English

Learning Progression

Complexity b

Complexity b

Key Ideas and Details

Learning Progression

Complexity b

Complexity b

Complexity a

Complexity a

Complexity a

Learning Progression

Complexity b

Complexity c

Complexity c

Speaking and Listening Standards

Learning Progression

Complexity b

Range of Reading and Level of Text Complexity

Writing

Complexity c

Complexity c

Complexity a

Vocabulary Acquisition and Use

Complexity b

Complexity c

Complexity c

Comprehension and Collaboration

Integration of Knowledge and Ideas

Complexity a

Complexity a

Complexity c

Learning Progression

Reading Standards for Informational Text

Complexity a

Complexity b

Craft and Structure

Complexity a

Complexity c

Knowledge of Language

Complexity b

Integration of Knowledge and Ideas

Learning Progression

Learning Progression

Complexity b

Complexity b

Key Ideas and Details

Learning Progression

Key Ideas and Details

Range of Writing

Complexity a

Complexity a

Learning Progression

Complexity b

Conventions of Standard English

Complexity c

Complexity c

Language

Complexity b

Complexity b

Complexity c

Learning Progression

Complexity a

Complexity c

Complexity c

Learning Progression

Complexity c

Complexity c

Learning Progression

Complexity b

Text Types and Purposes

Vocabulary Acquisition and Use

Presentation of Knowledge and Ideas

Complexity c

Learning Progression

Complexity c

Reading Standards for Literature

Complexity c

Complexity b

Complexity c

Learning Progression

Complexity a

Writing Standards

Complexity b

Range of Reading and Level of Text Complexity

Learning Progression

Complexity b

Learning Progression

Complexity c

Presentation of Knowledge and Ideas

Learning Progression

Complexity b

Learning Progression

Complexity c

Learning Progression

Complexity a

Complexity a

Learning Progression

Learning Progression

Range of Writing

Range of Reading and Level of Text Complexity

Learning Progression

Complexity b

Complexity c

Complexity a

Complexity c

Learning Progression

Craft and Structure

Complexity b

Complexity b

Production and Distribution of Writing

Complexity a

Reading Standards for Literature

Complexity b

Research to Build and Present Knowledge

Complexity c

Learning Progression

Complexity a

Complexity b

Complexity b

Learning Progression

Learning Progression

Complexity a

Knowledge of Language

Complexity a

Complexity c

Complexity a

Complexity c

Reading Foundations

Decode words by applying morphological analysis, word recognition, and etymology including:

Roots

Prefixes

Suffixes

Read common high-frequency words with automaticity such as:

Phonetically regular words: winter, test, beside

Partially regular words: square, region, believe

Irregular words: average, effect, verify

Identify and know the meaning of common Latin and Greek:

Roots

Prefixes

Suffixes

Read grade-level texts with sufficient fluency to support comprehension.

Orally read grade-level text with accuracy (targeting 95% or greater), automaticity, and appropriate expression to gain meaning from text, targeting 146 or greater words correct per minute (wcpm) by the end of seventh grade.

Self-monitor word recognition and understanding, rereading as necessary.

Reading Informational

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of text evidence to support analysis of what an informational text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.

Create a citation of text evidence using a template or graphic organizer.

Locate details from a text to support the answers to literal questions.

Answer literal questions about a text.

Cite the author of quoted text evidence. - Understand that when taking pieces of information from a text to use as evidence, credit has to be given to the author for that piece of evidence.

Distinguish the difference between main idea and details.

Identify the topic of the text.

Distinguish between literal and inferential details in a text.

Recognize key details in the text.

Actively engage in the reading of informational text.

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.

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.

Read and comprehend grade-level informational texts, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, textto-text, and text-to-world connections and comparisons.

Read supported grade-level/ age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.

Read or participate in supported gradelevel/age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.

Actively engage in supported grade-level/ age-appropriate, adapted informational materials, including history/social studies, science, and technical texts.

Read & Comprehend

Use literary nonfiction in research and writing.

Answer wh- questions related to grade-level/age appropriate literary nonfiction.

Take notes about text details while reading.

Read with the purpose of understanding.

Decoding / Phological Awareness

Decode and read simple grade-level, literary text

Actively engage in the reading of grade-level, literary text.

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively participate in grade-level/age-appropriate history/ social studies, science, and technical text activities using adapted materials as needed.

Actively engage in group lesson using informational text.

Actively engage in sharing grade-level nonfiction using assistive technology tools as needed.

Actively engage in sharing grade-level history/social studies, science, and technical texts.

Engage with grade-level nonfiction.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Analyze informational text development.

Analyze informational text development. a. Determine two or more central ideas in a text and analyze their development over the course of the text. b. Provide an objective summary of the text that includes the central ideas and their development.

Analyze informational text development.

Determine two or more central ideas in a text and analyze their development over the course of the text.

Track a central idea from beginning to end and describe how the ideas evolve from the beginning to the end of the text.

Determine two or more central ideas in a text and analyze their development over the course of the text.

Provide an objective summary of the text that includes the central ideas and their development.

Identify central ideas and supporting details in a text using a graphic organizer.

Provide an objective summary of the text that includes central ideas and their development.

Identify one or more central ideas in a text.

Identify pieces of the text that explain, describe, give facts or figures for, or further point to the main topic of that part of the text.

Identify topic or central idea in a passage of text.

Identify what the informational text is about.

Recognize that informational text is usually organized in paragraphs under headings.

Actively engage in discussing one or more central ideas from an informational text.

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).

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).

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).

Describe similarities, differences and influences among ideas and events in a text.

Identify connections among ideas or events in a text.

Identify individuals, ideas, or events described in an informational text.

Match events to the central idea in a text (e.g., Does the event provide an anecdote to help explain the central idea?

Identify central ideas in the text.

Match an event with an individual or idea.

Identify events in the text.

Identify individuals discussed in the text.

Actively engage in discussions about information texts

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.

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.

Explain how words and phrases shape meaning and tone in an informational text.

Interpret the figurative, connotative, or technical meanings of words or phrases; explain how the tone of the text is advanced by word choice.

Determine word and phrase meanings, including figurative, connotative, and technical meanings.

Explain the meaning of words or phrases as they are used in a text, including technical meanings.

Analyze the impact of specific word choices on meaning and tone.

Match pictures or objects to words or phrases based on how they are used in a text.

Identify words or phrases that mean something different than what they normally mean.

Understand that sometimes words have more than one meaning.

Examine the text for words the author uses that help the reader understand the text topic or make the text sound like the author may want it to sound.

Actively engage in the reading of text with multiple meaning words.

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.

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.

Analyze the structure an author uses to organize a text, including how the major sections and text features contribute to the whole and to the development of the ideas.

Explain how specific sentences, paragraphs, or chapters contribute to the overall meaning of the text.

Examine chapter titles and subtopics and explain their connection.

Use the title to identify the main idea of a text.

Identify and navigate to given sections of the text.

Identify the main idea of the text as a whole

Identify the topics under each heading.

Identify the topic of a segment of text.

Understand that informational texts are often separated by topic under headings.

Identify headings in text.

Identify the title of a text.

Actively engage with texts that has varying structures.

Determine an author's perspective or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Determine an author’s perspective or purpose in a text and analyze how the author distinguishes his/her position from that of others.

Determine an author’s perspective and/or purpose in an informational text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Identify the author’s attitudes or feelings about the subject matter as conveyed through the choice of words and phrases in the text.

Identify two or more details that provide information about the purpose of the text or the author’s perspective.

Recognize a detail that identifies the purpose of a text.

Identify sections of text where the author makes his or her perspective apparent.

Understand that authors show their opinions about topics (their perspectives) in their writing.

Understand that authors write texts for many different reasons.

Identify the author of the text.

Define perspective.

Identify details in text that indicate the purpose for writing text.(i.e. humor/entertain, facts/inform, argue/persuade, etc.)

Actively engage with informational texts with specific purposes.

Engage with an image of the author of a text.

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).

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).

Compare and contrast an informational text to an audio, video, or multimedia version, analyzing each medium’s portrayal of the topic (e.g., how the delivery of a speech affects the impact of the words).

Identify similarities or differences in the treatment of a topic in different media forms (e.g., text and video) and evaluate the effectiveness of each.

Match details in a text to details presented in another format (audio, visual, multimedia).

Recognize the same idea depicted in two different forms of media (e.g., paragraph describing the amount of rain that fell over two days and a simple bar graph that depicts the same information).

Identify which events and people were different between mediums.

Identify events portrayed the same in each medium.

Identify which events and people were the same in each medium.

Identify events and people represented in the audio or video version.

Identify events and people represented in the text.

After reading the text, engage with another versions of the text, either audio or video.

Recognize other mediums of text: audio, video, and multimedia.

Actively engage in various multimedia versions on the same topic.

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.

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.

Trace and evaluate the argument in an informational text.

Given an argument or claim, determine whether the support provided is relevant and sufficient.

Identify specific claims in a text.

Identify details in a text that support a claim.

Assess the soundness of reasoning.

Identify an opinion statement (i.e., distinguish fact from opinion).

Assess if evidence is relevant and sufficient.

Recognize when irrelevant evidence is introduced.

Define argument.

Define claim.

Define evidence.

Recognize that evidence will support one of the claims in a text.

Recognize that each claim will have supporting evidence.

Decide what makes evidence relevant.

Decide what makes evidence sufficient.

Sort statements from a text by fact and opinion.

Decide when the detail is a fact or an opinion.

Define fact. (supported by evidence, cites research, etc.)

Define opinion. (I think, I feel, I believe, etc.)

Actively engage in argumentative text.

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

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.

Analyze how two or more authors writing about the same topic present information differently by choosing different evidence or offering different interpretations of facts.

Identify differences in facts or evidence about the same topic in two or more sources.

Compare and contrast information about the same topic written by two different authors.

Recognize the same topic when presented in two different forms (e.g., textbook and website).

Identify areas where text features link to evidence that supports the central ideas in the texts.

Recognize that authors use text features, such as headings, to emphasize their perspectives.

Recognize that the author’s attitude toward a topic may show in the text by what evidence they add in which order.

Define author’s perspective.

Match central ideas in two different texts.

Identify texts with the same or similar topics.

Identify the topic of a text.

Actively engage with the sharing of the same or similar topics from two or more texts.

Reading Literature

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of text evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate.

Cite two pieces of evidence in text to support answers to literal and inferential questions (e.g., give two reasons why the character might have chosen to ____ about ____).

Identify evidence in the text to support answers to literal and inferential questions.

Answer questions about specific details in text.

Identify signal words from questions or prompts as tools to search for supporting and related details in a text.

Distinguish between literal and inferential details in a text.

Recognize key details in a story.

Identify story elements (e.g., characters, events, narrators, setting).

Identify what the text is about.

Identify elements in a story (e.g., phrases, sentences) that answer basic questions about the text.

Actively engage in the reading of a literary text.

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. Build background knowledge and activate prior knowledge in order to make text-to-self, text-to-text, and text-to-world connections that deepen understanding of the text.

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. Build background knowledge and activate prior knowledge in order to make text-to-self or text-to-text and text-to-world connections that deepen understanding of the text.

Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences in order to make text-to-self, text-to-text, and text-toworld connections and comparisons.

Read supported grade-level/ age-appropriate adapted literature materials.

Participate in or read supported grade-level/age-appropriate, adapted literature materials.

Actively engage in supported grade-level/ age-appropriate, adapted literature materials.

Text-to-Self, Text-to-Text, and Text-to-World Connections / Comparisons

Actively engage in group lesson using literature, including stories, dramas, or poems.

Actively engage in sharing grade-level literature, including stories, dramas, and poems using assistive technology tools as needed.

Engage with grade-level literature, including stories, dramas, and poems.

Demonstrate a purpose for reading by making text connections (text-to-self, text-totext, text-to-world) before, during or after reading.

Identify text-to-world connection related to a specific text.

Gather information, concepts and experiences from a given text that have real world connections beyond one’s own experiences. (“This could happen in real life.” Or “I saw this happen on the news, TV show, social media…”)

Acknowledge that people, places and events are broader than one’s own experiences.

Background Knowledge

Demonstrate background knowledge by identifying a concept, experience, information or text structure related to a text under study prior to reading the text.

Engage in the development of background knowledge (information, concept, experience or text structure) prior to reading a new text.

Define background knowledge as: knowledge of specific concepts, experiences, information or text structures developed through direct instruction prior to reading a text.

Prior Knowledge

Determine whether one’s own prior knowledge is accurate or inaccurate based on information presented in a given text.

Compare in formation, concept, experience or text structure presented in a given text to one’s own prior knowledge.

Share prior knowledge related to a given information, concept, experience or text structure.

Define prior knowledge as: Accurate or inaccurate text related knowledge, believed by the reader, prior to reading the text, based on previous life experiences. (Note: prior knowledge can be accurate or inaccurate)

Define previous experience as: life experiences, concepts and information acquired throughout life that develop prior knowledge. (Can be used in discussion of new text prior to reading)

Read & Comprehend

Communicate with others about literature, including stories, dramas, and poems.

Read literature, including stories, dramas, and poems for pleasure.

Answer wh- questions related to grade-level/age appropriate literature, including stories, dramas, and poems.

Take notes about text details while reading.

Read with the purpose of understanding.

Decoding / Phonological Awareness

Decode and read simple gradelevel literature, including stories, dramas, and poems.

Actively engage in the reading of grade-level, literature, including stories, dramas, and poems.

Decode all word types with automaticity - this includes automatic recall of all sound symbol correspondences and automaticity with all Phonemic Awareness skills

Actively participate in gradelevel/age-appropriate literature, including stories, dramas, and poetry activities using adapted materials as needed.

Analyze literary text development.

Analyze literary text development. a. Determine a theme of a text and analyze its development over the course of the text. b. Incorporate the development of a theme and other story details into an objective summary of the text.

Analyze literary text development.

Determine a theme of a text and analyze its development over the course of the text.

Summarize text, including theme(s) or central idea(s), and show how these are supported through the sequence of events or through characterization.

Determine and explain a theme of a literary text and how it is developed over the course of the text.

Incorporate the development of a theme and other story details into an objective summary of the text.

Identify the theme or central idea of a text and locate supporting evidence in the text. A text may have more than one theme.

Provide an objective summary of the text, including theme and story details.

Sequence main events in relation to a stated theme or central idea.

Match characters, events and lessons from the story

Identify the theme of the story.

When given more than one event, choose which came first in the story.

Identify events in a story.

Identify where and when the story takes place.

Identify characters in a story.

Actively engage in discussing one or more of the events in a story.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Analyze how key elements of a story or drama impact plot and character development.

Explain how details in text structures (chapters, acts, stanzas, verses) within stories, poems, plays, or songs contribute to the overall meaning of the text.

Identify connections among characters, ideas, or events.

Identify story elements (characters, events, settings, problem, or solution) in a story.

Identify instances where character dialogue adds to the plot.

Identify instances where characters show different feelings in the different settings of the story (e.g., at school vs. at home).

Trace the events and problems of the story in order.

Associate a problem or event with a character or setting in the story.

Identify problems or events associated with the characters from the story.

Identify setting in a story.

Identify characters in a story.

Actively engage in the retelling of a story

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language choices, such as sensory words or phrases, on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific language choices, such as sensory words or phrases, on meaning and tone, including rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Explain how words and phrases shape meaning and tone in a literary text.

Explain the meaning of words/phrases as they are used in a text, including alliteration, figurative language, and sensory language.

Determine word and phrase meanings, including figurative and/or connotative meanings.

Identify the meaning of words or phrases based on how they are used in a text.

Analyze the impact of specific word choices, including rhyme and alliteration, on meaning and tone.

Identify words or phrases that rhyme or are examples of alliteration.

Identify words or phrases that mean something different than what they normally mean.

Identify words with multiple meanings.

Examine text for words or phrases that make the reader recognize what the author wants the text to sound like (e.g., eerie or suspenseful tone).

Define alliteration.

Recognize when words end with the same letters.

Recognize when words start with the same letter.

Recognize when lines of a poem end with the same or similar sounds.

Actively engage in the reading of poetry.

Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Analyze how the form or structure (e.g. soliloquy, sonnet) of a drama or poem contributes to its meaning.

Identify structures within stories, poems, plays, or songs and explain how each contributes to the overall meaning of the text.

Describe the characteristics (both form and structure) that are unique to a poem, play, or story (e.g., words and phrases organized into stanzas; rhythm, rhyme, characterspecific dialogue; sequence of events).

Identify a poem, play, or story based on its structure.

Identify various ways poems are structured.

Recognize the difference between plays, stories and poetry.

Identify the structure of poetry (e.g., stanzas, rhyming words, shorter text lines on the page).

Identify the structure of plays/dramas (e.g., script, character lines,stage directions, etc.).

Actively engage with various dramas or poems.

Analyze how an author uses the point of view to develop and contrast the perspectives of different characters or narrators in a text.

Analyze how an author uses point of view to develop and contrast the perspectives of different characters or narrators in a text.

Analyze how an author uses point of view to develop and contrast the perspectives of different narrators, speakers, or characters in a literary text.

Compare the difference in perspective of two different characters in a story.

Identify the storyteller, and describe his/her role in the story.

Identify who is telling the story (e.g., narrator or character).

Identify the point of view of the text (particularly 1st and 3rd person).

Define perspective.

Recognize that contrast = differences.

Identify the perspective of each main character.

Define narrator.

Identify the characters in a story.

Identify who is telling the story in a literary text.

Actively engage with the characters and narrators in a story.

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).

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).

Compare and contrast a literary text 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).

Explain the effect of the similarities or differences between print and multimedia/live productions of the same story, drama, or poem.

Describe the key similarities or differences between print and multimedia/ live productions of the same story, drama, or poem.

Identify key similarities or differences between print and multimedia/live productions of the same story, drama, or poem.

Identify which events were the same in both mediums.

Identify which characters were present in both mediums.

Distinguish the differences between the characters in both mediums.

Distinguish the differences between the settings (e.g., time, place, etc.,) in both mediums.

Use the character and main event list as a checklist while viewing or hearing an alternate version.

Actively engage in various multimedia versions of stories

After the reading of a story or drama, experience its audio, film, or stage version.

Identify the four other mediums of text: audio, film, stage, and multimedia.

Identify main events in the text version.

Identify characters in the text version.

Engage in the text version of stories.

Not applicable to literature

(Not applicable to literature)

(Not applicable to literature)

(Not applicable to literature)

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.

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.

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period to help understand how authors of fiction use or alter history.

Compare and contrast similarities and differences between the characters and events from a fictional and historical text when both are about the same time period.

Describe the similar characters and events from a fictional and historical text of the same event/time period.

Identify similar characters and events from a fictional and historical text of the same event/time period.

Recognize when the author takes creative liberties within the characters, events, and settings of a work of historical fiction.

Explain the difference between real events and altered events for fictional writing or storytelling.

Given a piece of information about the same character from a work of historical fiction and its accurate historical account, determine which is fiction and which nonfiction.

Identify the events in a work of historical fiction.

Identify the settings in a work of historical fiction.

Identify the characters in a work of historical fiction.

Actively engage in the reading of historical fiction.

Speaking and Listening

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. 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. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. 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. d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Participate in discussions about seventh grade topics and texts in small groups or whole-class settings, following agreed upon rules.

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.

Ask or answer questions relevant to specific parts of the topic to contribute to a discussion.

Come to discussions prepared (having read and/or studied materials).

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Follow social rules that should be demonstrated during a group conversation.

Explicitly use the information known about the topic to explore ideas under discussion.

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.

Use tools that scaffold independence during discussions (e.g., timers, role descriptions, speaker pass, social stories, dialogue prompts, outlines, etc.).

Define individual assigned roles; set and track progress toward specific goals and deadlines as needed.

Acknowledge new information expressed by others and, when warranted, modify their own views.

Make comments that further the discussion, elaborating on and drawing conclusions from the remarks of others.

Pose questions that elicit elaboration and respond to specific questions with relevant observations and ideas.

Acknowledge new information expressed by others and, when warranted, modify personal views.

List the rules of discussion

Sort key ideas from irrelevant ideas within a text.

Respond to verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).

Demonstrate active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.,).

dentify verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.)

Actively engage in verbal and/or nonverbal communication with peers.

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.

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.

Analyze the main ideas and supporting details presented in diverse media (e.g. video, audio, primary source document) and other formats (e.g. charts, tables, infographics) and explain how the ideas clarify a text, topic, or issue under study.

Summarize the main points of a presentation and show how the points support the speaker’s purpose or message.

Identify the main idea and two details from presentations in various media.

Identify the main idea and one detail from presentations in various media.

Describe how the graphic influences the reader.

Identify how the graphic/manipulative supports the topic.

Identify the visual graphics used.

Identify the purpose of a presentation.

Describe the meaning/purpose of the graphics.

List the various purposes of a presentation.

Sort key ideas from irrelevant ideas within a text.

Actively engage in shared discussions using graphics and manipulatives to make choices.

Engage with objects or images representing key details from media presentation.

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Delineate a speaker’s argument and specific claims, evaluating soundness of reasoning and the relevance, accuracy, and sufficiency of the evidence.

Distinguish claims that are supported by evidence from claims that are not.

Identify relevant details that were included in an argument.

Identify a speaker’s position or topic.

Identify details shared by a speaker.

Distinguish main points versus details.

Identify the speaker’s perspective.

Identify why the speaker is important.

Identify the speaker.

Actively engage in a guided discussion about the main points in an argument.

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.

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Present claims and findings using:

Distinguish claims that are supported by evidence from claims that are not.

An emphasis on the most notable points in a focused, coherent manner;

Identify relevant details that were included in an argument.

Relevant descriptions, facts, details, and examples;

Identify a speaker’s position or topic.

Appropriate eye contact; and

Clear speech at an understandable pace.

Distinguish the difference between facts and falsehoods.

Describe the importance of details in an argument.

Distinguish main points versus details.

Identify the purpose of a presentation.

Identify the speaker’s perspective.

Identify verbal and nonverbal cues (e.g., nodding, eye contact, raise hand when answering questions in a large setting, lean forward, etc.,).

Respond to active listening skills (e.g., paraphrase points made by the speaker, verbalize understanding of the speaker’s point, etc.,).

Identify why the speaker is important.

Identify the speaker.

Engage with active listening skills to a speaker’s argument.

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Include multimedia components and visual displays in presentations when appropriate to clarify claims and findings and emphasize the most notable points.

Add multimedia components to enhance a presentation independently.

Add multimedia components to illustrate points and clarify information.

With guidance and support, choose materials to illustrate points in a presentation.

Compare the different impacts various multimedia may have on presentations. (e.g., why a presentation should use audio rather than print).

Identify the importance of multimedia in presentation.

Use assistive technology appropriately to create digital media.

Use assistive technology with digital media.

Identify the main idea(s) of a presentation

Actively engage in various multimedia formats on a chosen topic.

Engage with assistive technology.

Engage with images and objects that represent points in a presentation

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal language when indicated or appropriate.

Communicate multiple points of information specific to the purpose or audience.

Communicate effectively in formal and informal settings (e.g., classroom, doctor’s office, library).

Know types of speech that are appropriate for formal and informal situations.

Match settings and types of communication with either informal or formal communication.

Identify types of formal and informal communication.

Actively engage (using any mode) in discussions with peers.

Write arguments to support claims with clear reasons and relevant evidence.

Write arguments to support claims with clear reasons and relevant evidence. a. Establish a thesis statement to present an argument. b. Introduce claim(s), acknowledge alternative or opposing claims, and organize the reasons and evidence logically. c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the argument presented.

Write argumentative pieces that include:

Establish a thesis statement to present an argument.

Generate a text of one paragraph on a topic. Provide an introduction, express a claim or argument, and organize relevant details to support the position.

A clear thesis statement, within the introduction, to present an argument;

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Introduce a topic, express an opinion on it, and select a logical reason to support it.

An introduction of claim(s), with clearly organized reasons and an acknowledgement of alternate or opposing claims;

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

Express an opinion and provide a reason for it.

Clear reasons and relevant evidence to support claim(s) that are well organized, include logical reasoning, and demonstrate an understanding of the topic or text;

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Words, phrases, and clauses that create cohesion and clarify the relationships among claim(s), reasons, and evidence;

Establish and maintain a formal style.

Precise language and domain-specific vocabulary;

Provide a concluding statement or section that follows from and supports the argument presented.

Language appropriate to the audience and purpose;

Use of accurate, credible sources; and

A concluding statement or section that supports the argument presented.

Identify various positions on a topic.

Identify claim and counterclaim on a topic.

Define claim and counterclaim

Distinguish relevant facts from opinions on a specific topic.

Identify evidence to support a position

Determine relevant facts in a text

Identify the elements of persuasive writing (intro, body, and conclusion)

Identify the purpose of a persuasive writing

Actively engage in the sharing of opinions on a topic.

Communicate an opinion.

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.

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.

Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.

Write routinely on short writing tasks that will be combined into a longer text (e.g., sections of a research project).

Write routinely for short amounts of time, creating sentences and short texts on a topic.

Participate in routine and varied writing activities.

Actively participate in each step of the research, write, reflect/review, revise cycle.

Break large writing task into smaller segments of writing.

Capture thoughts and communications as writing

Use of assistive technology to share ideas that will eventually be published as writing.

Actively participate in a shared writing experience using assistive technology tools as needed.

Increase the number of communication expressions over given time period

Develop a formal mode of communication that is understood by others

Establish a mode of access for communication

Engage in expressive communications (gestures, facial expressions, utterances, choice making – gaze, direct select, switch)

Engage by actively listening to shared writing.

Actively participate in shared writing.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Establish a thesis statement to present information. b. 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 to aid comprehension, if needed. c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. d. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. e. Use precise language and domain-specific vocabulary to inform about or explain the topic. f. Establish and maintain a formal style. g. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Write informative/explanatory pieces that include:

Establish a thesis statement to present information.

Organize sentences containing an introduction, a thesis statement, relevant supporting facts, and a conclusion into a coherent paragraph (e.g., Topic: ______________ Intro. Sent. __________ Fact 1 ______________ Fact 2 ______________ Fact 3 ______________ Fact 4 ______________ Conclusion).

A clear thesis statement, within the introduction, previewing what is to follow;

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.

Introduce a topic and generate two factual sentences about it.

Relevant facts, definitions, concrete details, quotations, or other information or details to develop the topic;

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Select a topic and provide a detail to support information about it.

Organized text structure such as description, chronology/sequence, problem/solution, compare/contrast, and cause/effect;

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Appropriate transitions to create cohesion and clarify relationships among ideas and concepts;

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

Precise language and domain-specific vocabulary;

Establish and maintain a formal style.

Language appropriate to the audience and purpose;

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Formatting, graphics, and multimedia to clarify information presented, if needed;

Use of accurate, credible sources; and

A concluding statement or section that supports the information or explanation presented.

Identify the purpose of a thesis statement

Identify the elements of a paragraph (topic sentence, details, and concluding statement)

Identify the key elements of an informative essay (intro, body, and conclusion)

Generate a sentence about a fact related to a specific topic.

Identity facts about a topic.

Identify the purpose of an informative text.

Actively engage in the sharing of facts on a topic or personal story.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. a. 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. b. Use narrative techniques— such as dialogue, pacing, and description—to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Write narratives that develop real or imagined sequenced events that include:

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.

Relate a personal experience or tell a story that includes a setting, characters, and a logical sequence of events. Include narrative techniques such as description and dialogue.

An introduction to engage and orient the reader that establishes context and introduces a narrator and/or characters;

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Relate a personal experience or tell a story that includes details to describe the setting and characters, and a logical sequence of two or more events.

An organized event sequence;

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Relate a personal experience using pictures, words, and/or sentences. Include a beginning that introduces a character, a middle section that presents a problem, and an ending that provides a solution to the problem.

Dialogue, pacing, and description to develop experiences, events, and/or characters;

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

A variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another;

Provide a conclusion that follows from and reflects on the narrated experiences or events.

Precise language, relevant descriptive details, and sensory language; and

A conclusion that follows from and reflects on the narrated experiences or events.

Identify narrative techniques (e.g., dialogue, description, or reflection)

Create dialogue to align with the sequential details.

Identify the elements of a story

Identify plot development

Identify setting in relation to the story

Identify characters and roles in the story

Map sequential details and ideas for the story (beginning, middle, and resolution)

Organize pictures from a personal experience into sequential order.

Select, take or create pictures that represent a personal experience.

Actively engage in personal storytelling.

Engage with communication and writing tools.

Engage in daily personal experiences as a tool for writing.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Organize sentences on a topic in a logical order and following a particular style that is appropriate for the intended audience.

Organize sentences on a topic in a logical order.

Recognize terms that can be used to introduce a topic or story.

Develop an outline to demonstrate organization of writing.

Identify how to construct an outline (e.g., Intro, thesis, topic sentences, etc.)

Distinguish between language used for each writing style (persuasive, informative, and narrative)

Identify the types of language used in persuasive, informative, and narrative writing

Actively engage with texts with various purposes.

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.

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.

With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.

With guidance and support, plan, draft, and edit writing to convey a clear message for the intended purpose or audience.

With guidance and support, edit simple sentences to improve their clarity for the intended purpose or audience.

With guidance and support, recognize when the order of sentences should be revised.

Edit writing for intended purpose or audience.

Editing sentences with errors in capitalization and end punctuation.

Identify the rules for capitalization.

Identify the rules for ending punctuation.

Revise sentences to clarify the meaning of writing task

Distinguish clear from unclear sentences in a writing according to the purpose or task.

Identify errors in own writing using text to speech tools when needed to hear writing for error review.

Practice ordering sentences, presented on individual strips of paper or digitally, into the time, plot or sequential order.

Practice ordering sentences, presented on individual strips of paper or digitally, into paragraph order.

Sequence a series of given events presented in picture or object form.

Actively engage in the sharing of text with and without errors in convention.

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.

Use technology, including the Internet, to produce and publish writing, link to and cite sources, and interact and collaborate with others, including linking to and citing sources.

Use a variety of digital skills (e.g. keyboarding) and tools (e.g. multimedia platforms) to produce and publish writing, link and/or cite sources, and collaborate with others.

Independently use digital tools to cite one or more sources of information used to produce writing about a topic.

Collect information from relevant sources to compose writing to answer a question about a topic.

Match key words from a source to conduct an online search of a topic.

Use technologies to compose writing.

Identify technologies that can assist with composing writing

Collect information from relevant sources following an online search.

identify relevant sources based on topic alignment and credibility.

Identify a key word for a topical internet search.

Identify a question for research on a specific topic.

Actively participate in the use of assistive technology to share ideas that will eventually be published as writing or used to communicate with others.

Actively participate in a shared writing or collaboration experience using assistive technology tools.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Conduct independent research projects to answer a question by:

Identify related information from different sources to answer a series of 2–3 related questions.

Using multiple sources on a topic;

Collect information from two or more relevant sources to explore a topic or answer a question.

Recording relevant evidence;

Match information from a source to a relevant topic.

Evaluating and determining the relevancy of evidence; and

Generating additional, related questions for further research and investigation.

Sort relevant sources from irrelevant sources

Decide if the source contains relevant information on a topic or not.

Determine what constitutes a relevant source

Identify a source for information

Identify the types of questions that require research.

Actively participate in selecting a topic for research.

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.

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.

Gather and use relevant information from multiple print and digital resources.

Select information from several online sources and organize it to describe, explain, or expand knowledge on a topic. Identify reliable sources (e.g., websites that end in .gov or .org).

Use search terms effectively.

Select quotations from a reliable source (e.g., websites that end in .gov or .org) to support or summarize a topic.

Assess the credibility and accuracy of each source.

Select relevant information related to a given topic from an array of cited sources.

Accurately quote or paraphrase the data and conclusions of others to avoid plagiarism.

Cite sources to avoid plagiarism, using a standard format.

Identify how to cite sources.

Identify the research process.

Identify how to organize research.

Distinguish relevant sources from irrelevant sources.

Locate a quotation from a text

Distinguish key ideas from irrelevant ideas within a source.

Distinguish relevant from irrelevant information on a topic

Identify the topic for writing.

Actively engage in shared review of sources on a chosen topic.

Engage with website to gain information on a topic.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”). b. Apply grade 7 reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Use evidence from grade-appropriate literary or informational texts to support analysis, elaboration, reflection, and research.

Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

Using a graphic organizer, compare and contrast fictional portrayals and historic accounts of the same event.

Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

Review information on a topic and sort it into categories (e.g., fact, opinion, fiction).

Recognize works of literary or historical significance and sort into fiction and nonfiction.

Identify graphic organizers used to compare and contrast.

Actively explore fiction and nonfiction sources on a chosen topic for writing.

Identify literary or informational texts as fiction or nonfiction

Engage with literary or informational texts.

Writing Foundations

An English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to:

With prompting and support, use a very limited set of strategies to:

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade-appropriate speech and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can speak and write about grade-appropriate complex literary and informational texts and topics.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can adapt language choices to purpose, task, and audience when speaking and writing.

With prompting and support:

With prompting and support:

With prompting and support:

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

With prompting and support and using context, visual aids, reference materials and knowledge of English:

With prompting and support and relying some on context, visual aids, reference materials and communicative experience:

With prompting and support and relying some on context, visual aids, reference materials and communicative experience:

An English learner with significant cognitive disabilities can create clear and coherent grade-appropriate speech and text.

With prompting and support:

With prompting and support:

With prompting and support:

produce simple, compound and complex sentences on familiar topics.

compose written text

identify a main point an author or speaker makes.

participate in short conversations.

communicate simple information

retell a short sequence of events.

respond to the ideas of others or express one’s own ideas about familiar topics and texts.

identify a point an author or speaker makes.

identify the main topic in and retell a few key details from oral communications and simple written texts.

provide information about a familiar topic.

retell a sequence of events or steps in a process.

determine the meaning of general academic and content-specific words and a growing number of expressions in texts about a variety of topics, experiences or events.

recognize and use a small number of frequently occurring nouns, noun phrases and verbs.

record some information from provided sources.

use a narrow range of frequently occurring vocabulary and simple sentences with limited control.

determine the meaning of general academic and content-specific words and frequently occurring expressions in texts about familiar topics, experiences or events.

communicate simple information.

deliver short presentations or information.

identify supporting details and how they support central ideas or themes in oral presentations or simple written texts.

communicate simple information about an event or familiar topic.

recognize and use an increasing number of nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions and prepositional phrases.

participate in short conversations.

express an opinion about a familiar topic.

identify a reason an author or speaker gives to support a main idea.

participate in short conversations.

participate in short written exchanges.

use an increasing range of linking and temporal words and common transitional words and phrases with increasing control.

use some frequently occurring general academic and content-specific words and phrases showing developing control in speech and writing.

about familiar texts, topics and experiences.

retell information from provided sources.

communicate simple information about an event or familiar topic.

provide one or two reasons or facts to support the information about a familiar topic.

summarize information from oral communications or simple written texts.

identify a few key words and phrases in oral communications and simple written texts.

use an increasing number of general academic and content-specific words and phrases showing increasing control in speech and writing.

recognize the meaning of some words learned through conversations, reading and being read to.

compose simple written text

use language appropriate for a purpose, task and audience.

connect phrases or simple statements using some frequently occurring linking and temporal words and some common transitional words with emerging control.

communicate a few pieces of information about a familiar topic.

produce simple and compound sentences on familiar topics.

gather information from some provided sources.

about familiar texts, topics and experiences.

recognize the meaning of a few frequently occurring words, phrases and expressions in texts about familiar topics, experiences or events.

about familiar texts, topics and experiences.

gather information from a few provided sources.

respond to simple questions (e.g., yes or no, wh- questions).

participate in short written exchanges.

label information from provided sources.

recognize and use a small number of nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions and prepositional phrases.

participate in short written exchanges.

identify two or more central ideas or themes in oral presentations or simple written texts.

gather information from several provided sources.

provide a few reasons or facts to support the information about a familiar topic.

provide information about a familiar topic.

use language appropriate for a task and audience.

respond to simple questions and some wh- questions about familiar topics and texts.

indicate whether author or speaker’s main point is supported or not.

retell the main point an author or speaker makes.

respond to simple questions about familiar topics and texts.

retell information, using labeled illustrations, diagrams or other graphics, as appropriate.

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

use a very limited set of strategies to:

identify a few key words and phrases in oral communications and simple written texts.

use an emerging set of strategies to:

identify the main topic in oral communications and simple written texts

retell a few key details.

use a developing set of strategies to:

determine the central idea or theme in simple oral presentations or written text

explain how the theme is supported by specific details

summarize part of the text.

use an increasing range of strategies to:

determine two or more central ideas or themes in oral presentations or written text

explain how the central ideas/themes are supported by specific textual details

summarize a simple text.

use a wide range of strategies to:

determine central ideas or themes in oral presentations or written text

explain how the central ideas/themes are developed by supporting ideas or evidence

summarize a text.

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

with support (including context and visual aids) and non-verbal communication,

recognize and use a small number of frequently occurring nouns, noun phrases, and verbs

understand and respond to simple questions.

with support (including visual aids and sentences),

use nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases

produce simple and compound sentences.

with support (including modeled sentences),

use relative pronouns (e.g., who, whom, which, that), relative adverbs (e.g., where, when, why), subordinating conjunctions, and prepositional phrases

produce and expand simple, compound, and a few complex sentences.

using context, reference materials, and an increasing knowledge of English morphology,

use an increasing number of intensive/reflexive pronouns (e.g., myself, ourselves) and verbs in the active and passive voices

place phrases and clauses within a sentence

recognize and correct most misplaced and dangling modifiers

produce and expand simple, compound, and complex sentences.

using context, reference materials, and knowledge of English morphology,

use intensive/reflexive pronouns

use verbs in the active and passive voices

place phrases and clauses within a sentence

recognize and correct misplaced and dangling modifiers

produce and expand simple, compound, and complex sentences.

An English Language Learner can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

use a very limited set of strategies to:

participate in short conversational and written exchanges on familiar topics

present simple information

respond to simple questions and some whquestions.

use an emerging set of strategies to:

participate in short conversational and written exchanges on familiar topics and texts

present information and ideas

respond to simple questions and whquestions.

use a developing set of strategies to:

participate in conversations, discussions, and written exchanges on familiar topics and texts

build on the ideas of others

express his or her own ideas

ask and answer relevant questions

add relevant information.

use an increasing range of strategies to:

participate in conversations, discussions, and written exchanges on a variety of topics, texts, and issues

build on the ideas of others

express his or her own ideas

ask and answer relevant questions

add relevant information and evidence

paraphrase the key ideas expressed.

use a wide range of strategies to:

participate in extended conversations, discussions, and written exchanges about a variety of topics, texts, and issues

build on the ideas of others

express his or her own ideas clearly

pose and respond to relevant questions

add relevant and specific evidence

summarize the key ideas

reflect on the key ideas expressed.

An English Language Learner can . . . speak and write about grade-appropriate complex literary and informational texts and topics.

use a very limited set of strategies to:

communicate simple information about familiar texts, topics, and experiences.

use an emerging set of strategies to:

deliver short oral presentations

compose written narratives or informational texts about familiar texts, topics, experiences, or events.

use a developing set of strategies to:

deliver short oral presentations

compose written narratives or informational texts

develop texts with some details

use an increasing range of strategies to:

deliver oral presentations

compose written narratives or informational texts

develop texts with some specific details

use a wide range of strategies to:

deliver oral presentations

compose written narratives or informational texts

develop texts with relevant details, ideas, or information

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence..

use a very limited set of strategies to:

express an opinion about a familiar topic.

use an emerging set of strategies to:

construct a claim about a familiar topic

give a reason to support the claim.

use a developing set of strategies to:

construct a claim about a familiar topic

introduce the topic

provide several supporting reasons or facts in a logical order

provide a concluding statement.

use an increasing range of strategies to:

construct a claim about a variety of topics

introduce the topic

provide sufficient reasons or facts to support the claim

provide a concluding statement.

use a wide range of strategies to:

construct a claim about a variety of topics

introduce the topic

provide compelling and logically ordered reasons or facts that effectively support the claim

provide a concluding statement.

An ELL can conduct research and evaluate and communicate findings to answer questions or solve problems.

use a very limited set of strategies to:

gather information from a few provided sources

label collected information.

use an emerging set of strategies to:

gather information from provided sources

record some data and information.

use a developing set of strategies to:

gather information from multiple provided print and digital sources

summarize or paraphrase observations, ideas, and information, with labeled illustrations, diagrams, or other graphics, as appropriate

cite sources.

use an increasing range of strategies to:

gather information from multiple print and digital sources

use search terms effectively

quote or paraphrase the data and conclusions of others, using charts, diagrams, or other graphics, as appropriate

cite sources

use a standard format for citations.

use a wide range of strategies to:

gather information from multiple print and digital sources

use search terms effectively

(at Grade 8) evaluate the credibility of each source

quote or paraphrase the data and conclusions of others using charts, diagrams, or other graphics, as appropriate

cite sources

use a standard format for citations.

An English Language Learner can analyze and critique the arguments of others orally and in writing.

use a very limited set of strategies to:

identify a point an author or a speaker makes.

use an emerging set of strategies to:

identify the main argument an author or a speaker makes

identify one reason an author or a speaker gives to support the argument.

use a developing set of strategies to:

explain the argument an author or a speaker makes

distinguish between claims that are supported by reasons and evidence from those that are not.

use an increasing range of strategies to:

analyze the argument and specific claims made in texts or speech

determine whether the evidence is sufficient to support the claims

cite textual evidence to support the analysis.

use a wide range of strategies to:

analyze and evaluate the argument and specific claims made in texts or speech/ presentations

determine whether the reasoning is sound and the evidence is relevant and sufficient to support the claims

cite textual evidence to support the analysis.

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

use a very limited set of strategies to:

recognize the meaning of some words learned

through conversations, reading, and being read to.

with emerging control,

adapt language choices according to task and audience

begin to use frequently occurring general academic and content- specific words and phrases in conversations and discussions.

with developing ease,

adapt language choices and style according to purpose, task, and audience

use an increasing number of general academic and content-specific words and phrases in speech and short written texts

show developing control of style and tone in oral or written text.

with increasing ease,

adapt language choices and style according to purpose, task, and audience

use a wider range of general academic and content-specific academic words and phrases

maintain consistency in style and tone throughout most of oral or written text.

with ease,

adapt language choices and style according to purpose, task, and audience,

use a wide variety of complex general academic and content-specific academic words to precisely express ideas

maintain an appropriate and consistent style and tone throughout an oral or written text.

An English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text..

relying heavily on context, visual aids, and knowledge of morphology in their native language,

recognize the meaning of a few frequently occurring words and simple phrases in texts about familiar topics, experiences, or events.

using context, visual aids, reference materials, and knowledge of morphology in their native language,

determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events.

using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),

determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events.

using context, reference materials, and an increasing knowledge of English morphology,

determine the meaning of general academic and content-specific words and phrases, and a growing number of idiomatic expressions in texts about a variety of topics, experiences, or events.

using context, reference materials, and knowledge of English morphology,

determine the meanings of general academic and content-specific words and phrases, idiomatic expressions, and figurative and connotative language (e.g., metaphor, personification) in texts about a variety of topics, experiences, or events.

An English Language Learner can create clear and coherent grade-appropriate speech and text.

with support (including context and visual aids) and non-verbal communication,

communicate simple information about an event or topic

use a narrow range of vocabulary and synatically simple sentences

with support (including modeled sentences),

recount a brief sequence of events in order

introduce an informational topic

present one or two facts about the topic

use some commonly occuring linking words (e.g., next, because, and, also)

provide a concluding statement

using context, visual aids, reference materials, and a developing knowledge of English morphology (e.g. affixes and roots words),

recount a short sequence of events with a beginning, middle, and end

introduce and develop an informational topic with a few facts and details

use common transitional words and phrases to connect, events, ideas, and opinions, (e.g., after awhile, for example, in order to, as a result)

provide a conclusion

using context, reference materials, and an increasing knowledge of English morphology,

recount a more detailed sequence of events or steps in a process, with a beginning, middle and end

introduce and develop an informational topic with facts and details

use a variety of transitional words and phrases to connect events, ideas and opinions (e.g., however, on the other hand, from that moment on)

provide a concluding section

using context, reference materials, and knowledge of English morphology,

recount a complex sequence of events or steps in a process, with a beginning, middle and end

introduce and effectivly develop and informational topic with facts and details

use a wide variety of transitional words and phrases to show logical relationships between events and ideas

provide a concluding section.