Grade-Level Indicators
READING/WRITING
Grade Seven
Phonemic Awareness, Word Recognition
and Fluency Standard
Acquisition of Vocabulary Standard
Reading Process:Concepts of Print,
Comprehension Strategies and Self-Monitoring Strategies Standard
Informational, Technical, and Persuasive Text
Standard
Literary Text Standard
Writing
Process
Writing Applications
Writing Conventions
Research
Communication: Oral and Visual
Phonemic Awareness,
Word Recognition and Fluency
Fluency continues to develop
past the primary grades. Readers increase their rate of oral reading to
near conversational pace. They show their appropriate use of pauses,
pitch, stress and intonation that they are reading in clauses and
sentence
units to support comprehension. They gain control over a wider, complex
sight vocabulary and over longer syntactic structures, so that they
are able to read progressively more demanding texts with greater ease.
Silent reading becomes considerably faster than oral reading and
becomes
the preferred, more efficient way to process everyday texts. This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade. |
Students acquire vocabulary through exposure
to language-rich situations, such as reading books and other texts and
conversing
with adults and peers. They use context clues, as well as direct
explanations
provided by others, to gain new words. They learn to apply word
analysis
skills to build and extend their own vocabulary. As students progress
through
the grades, they become more proficient in applying their knowledge of
words
(origins, parts, relationships, meanings) to acquire specialized
vocabulary
that aids comprehension. |
Benchmark A. Use context clues and text
structures to determine the meaning of new vocabulary. 1. Define the meaning of unknown words through context clues and the author’s use of comparison, contrast, definition, restatement and example. Benchmark B. Infer word meaning through identification and analysis of analogies and other word relationships. 3. Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms. 4. Interpret metaphors and similes to understand new uses of words and phrases in text. Benchmark C. Apply knowledge of connotation and denotation to learn the meanings of words. 2. Apply knowledge of connotation and denotation to determine the meaning of words. Benchmark D. Use knowledge of symbols, acronyms, word origins and derivations to determine the meanings of unknown words. 5. Recognize and use words from other languages that have been adopted into the English language. 7. Use knowledge of symbols and acronyms to identify whole words. Benchmark E. Use knowledge of roots and affixes to determine the meanings of complex words. 6. Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to understand vocabulary. Benchmark F. Use multiple resources to enhance comprehension of vocabulary. 8. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. |
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies
Students develop and learn to apply
strategies that help them to comprehend and interpret informational and
literary texts. Reading and learning to read are problem solving
processes that require strategies
for the reader to make sense of written language and remain engaged
with
texts. Beginners develop basic concepts about print (e.g., that print
holds
meaning) and how books work (e.g., text organization). As strategic
readers,
students learn to analyze and evaluate texts to demonstrate their
understanding
of text. Additionally, students learn to self-monitor their own
comprehension
by asking and answering questions about the text, self-correcting
errors
and assessing their own understanding. They apply these strategies
effectively
to assigned and self-selected texts read in and out of the classroom. |
Benchmark A. Determine a purpose for
reading and use a range of reading comprehension strategies to better
understand text. 1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems. 5. Select, create and use graphic organizers to interpret textual information. 8. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 9. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). Benchmark B. Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas. 2. Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text. 3. Make critical comparisons across text, noting author’s style as well as literal and implied content of text. 4. Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions. Benchmark C. Make meaning through asking and responding to a variety of questions related to text. 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Benchmark D. Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension. 7. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. |
Reading Applications: Informational, Technical and Persuasive Text
Students gain information from reading for
purposes of learning about a subject, doing a job, making decisions and
accomplishing a task. Students need to apply the reading process to
various
types of informational texts, including essays, magazines, newspapers,
textbooks,
instruction manuals, consumer and workplace documents, reference
materials,
multimedia and electronic resources. They learn to attend to text
features,
such as titles, subtitles and visual aids, to make predictions and
build
text knowledge. They learn to read diagrams, charts, graphs, maps and
displays
in text as sources of additional information. Students use their
knowledge
of text structure to organize content information, analyze it and draw
inferences
from it. Strategic readers learn to recognize arguments, bias,
stereotyping
and propaganda in informational text sources. |
Benchmark A. Use text features and
graphics to organize, analyze and draw inferences from content and to
gain additional information. 1. Use text features, such as chapter titles, headings and subheadings; parts of books including index, appendix, table of contents and online tools (search engines) to locate information. 5. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. Benchmark B. Recognize the difference between cause and effect and fact and opinion to analyze text. 2. Analyze examples of cause and effect and fact and opinion. Benchmark C. Explain how main ideas connect to each other in a variety of sources. 3. Compare and contrast different sources of information, including books, magazines, newspapers and online resources, to draw conclusions about a topic. Benchmark D. Identify arguments and persuasive techniques used in informational text. 6. Assess the adequacy, accuracy and appropriateness of an author’s details, identifying persuasive techniques and examples of bias and stereotyping. 7. Identify an author’s purpose for writing and explain an author’s argument, perspective or viewpoint in text. Benchmark E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic. 8. Compare the treatment, scope and organization of ideas from different texts on the same topic. Benchmark F. Determine the extent to which a summary accurately reflects the main idea, critical details and underlying meaning of original text. 4. Compare original text to a summary to determine the extent to which the summary adequately reflects the main ideas, critical details and underlying meaning of the original text. |
Reading Applications: Literary Text
Students enhance their understanding of the
human story by reading literary texts that represent a variety of
authors, cultures and eras. They learn to apply the reading process to
the various genres of literature, including fables, folk tales, short
stories, novels, poetry and drama. They demonstrate their comprehension
by describing and discussing the elements of literature (e.g., setting,
character and plot), analyzing the author’s use of language (e.g., word
choice and figurative language), comparing and contrasting texts,
inferring theme and meaning and
responding to text in critical and creative ways. Strategic readers
learn
to explain, analyze and critique literary text to achieve deep
understanding. |
Benchmark A. Describe and analyze the
elements of character development. 1. Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot. Benchmark B. Analyze the importance of setting. 2. Analyze the features of the setting and their importance in a text. Benchmark C. Identify the elements of plot and establish a connection between an element and a future event. 3. Identify the main and minor events of the plot, and explain how each incident gives rise to the next. Benchmark D. Differentiate between the points of view in narrative text. 4. Identify and compare subjective and objective points of view and how they affect the overall body of a work. Benchmark E. Demonstrate comprehension by inferring themes patterns and symbols. 5. Identify recurring themes, patterns and symbols found in literature from different eras and cultures. Benchmark F. Identify similarities and differences of various literary forms and genres. 6. Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction. Benchmark G. Explain how figurative language expresses ideas and conveys mood. 7. Interpret how mood or meaning is conveyed through word choice, figurative language and syntax. |
Students’ writing develops when they
regularly engage in the major phases of the writing process. The
writing process includes
the phases of prewriting, drafting, revising and editing and
publishing. They learn to plan their writing for different purposes and
audiences. They learn to apply their writing skills in increasingly
sophisticated ways to create and produce compositions that reflect
effective word and grammatical choices. Students develop revision
strategies to improve the content, organization and language of their
writing. Students also develop editing skills to improve writing
conventions. |
Benchmark A. Generate writing topics and
establish a purpose appropriate for the audience. 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Conduct background reading, interviews or surveys when appropriate. 3. Establish a thesis statement for informational writing or a plan for narrative writing. Benchmark B. Determine audience and purpose for self-selected and assigned writing tasks. 4. Determine a purpose and audience. Benchmark C. Clarify ideas for writing assignments by using graphics or other organizers. 5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. Benchmark D. Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among paragraphs and the logic and effectiveness of word choices. 6. Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing. 7. Vary simple, compound and complex sentence structures. 8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose. 10. Use available technology to compose text. 11. Reread and analyze clarity of writing. 12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. Benchmark E. Select more effective vocabulary when editing by using a variety of resources and reference materials. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. Benchmark F. Edit to improve fluency, grammar and usage. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons. Benchmark G. Apply tools to judge the quality of writing. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. Benchmark H. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. 17. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. |
Students need to understand that various
types of writing require different language, formatting and special
vocabulary. Writing serves many purposes across the curriculum and
takes various forms. Beginning writers learn about the various purposes
of writing; they attempt and use a small range of familiar forms (e.g.,
letters). Developing writers are able to select text forms to suit
purpose and audience. They can explain why some text forms are more
suited to a purpose than others and begin to use content-specific
vocabulary to achieve their communication goals. Proficient writers
control effectively the language and structural features of a large
repertoire of text forms. They deliberately choose vocabulary to
enhance text and structure in their writing according to audience and
purpose. |
Benchmark A. Use narrative strategies
(e.g., dialogue and action) to develop characters, plot and setting and
to maintain a consistent point of view. 1. Write narratives that maintain a clear focus and point of view and use sensory details and dialogue to develop plot, character and a specific setting. 6. Produce informal writings (e.g., journals, notes and poems) for various purposes. Benchmark B. Write responses to literature that extend beyond the summary and support judgments through references to the text. 2. Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text. Benchmark C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner. 3. Write business letters that are formatted to convey ideas, state problems, make requests or give compliments. Benchmark D. Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations. 4. Write informational essays or reports, including research, that present a literal understanding of the topic, include specific facts, details and examples from multiple sources, and create an organizing structure appropriate to the purpose, audience and context. Benchmark E. Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence. 5. Write persuasive essays that establish a clear position and include relevant information to support ideas. |
Students learn to master writing conventions
through exposure to good models and opportunities for practice. Writing
conventions
include spelling, punctuation, grammar and other conventions associated
with forms of written text. They learn the purposes of punctuation: to
clarify
sentence meaning and help readers know how writing might sound aloud.
They
develop and extend their understanding of the spelling system, using a
range
of strategies for spelling words correctly and using newly learned
vocabulary
in their writing. They grow more skillful at using the grammatical
structures
of English to effectively communicate ideas in writing and to express
themselves. |
Benchmark A. Use correct spelling
conventions. 1. Spell high-frequency words correctly. Benchmark B. Use conventions of punctuation and capitalization in written work. 2. Use commas, end marks, apostrophes and quotation marks correctly. 3. Use semicolons, colons, hyphens, dashes and brackets correctly. 4. Use correct capitalization. Benchmark C. Use grammatical structures to effectively communicate ideas in writing. 5. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). 6. Use dependent and independent clauses. 7. Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases. 8. Conjugate regular and irregular verbs in all tenses correctly. |
Students define and investigate
self-selected or assigned issues, topics and problems. They locate,
select and make use of relevant information from a variety of media,
reference and technological sources. Students use an appropriate form
to communicate their findings. |
Benchmark A. Formulate open-ended
research questions suitable for inquiry and investigation and develop a
plan for gathering information. 1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information. Benchmark B. Locate and summarize important information from multiple sources. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3. Identify and explain the importance of validity in sources, including publication date, coverage, language, points of view, and describe primary and secondary sources. Benchmark C. Organize information in a systematic way. 4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers). 5. Analyze and organize important information, and select appropriate sources to support central ideas, concepts and themes. Benchmark D. Acknowledge quoted and paraphrased information and document sources used. 6. Integrate quotations and citations into written text to maintain a flow of ideas. 7. Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited). Benchmark E. Communicate findings orally, visually and in writing or through multimedia. 8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question. |
Communication: Oral and Visual
Students learn to communicate effectively
through exposure to good models and opportunities for practice. By
speaking, listening and providing and interpreting visual images, they
learn to apply their communication skills in increasingly sophisticated
ways. Students learn
to deliver presentations that effectively convey information and
persuade or entertain audiences. Proficient speakers control language
and deliberately choose vocabulary to clarify points and adjust
presentations according to audience and purpose. |
Benchmark A. Use effective listening
strategies, summarize major ideas and draw logical inferences from
presentations and visual media. 1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact). 2. Draw logical inferences from presentations and visual media. Benchmark B. Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media. 3. Interpret the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). 4. Identify and explain the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages. Benchmark C. Vary language choice and use effective presentation techniques, including voice modulation and enunciation. 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 7. Vary language choices as appropriate to the context of the speech. Benchmark D. Select an organizational structure appropriate to the topic, audience, setting and purpose. 8. Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and e. draw from multiple sources and identify sources used. Benchmark E. Present ideas in a logical sequence and use effective introductions and conclusions that guide and inform a listener’s understanding of key ideas. 8. Deliver informational presentations (e.g., expository, research) that: a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and e. draw from multiple sources and identify sources used. Benchmark F. Give presentations using a variety of delivery methods, visual materials and technology. 9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. 10. Deliver persuasive presentations that: a. establish a clear position; b. include relevant evidence to support position and to address counter-arguments; and consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast). |
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