ELA Grade 7
Writing (W)
Teacher Key
Informative/Explanatory
“Jobs and Chores”
or
“Qualities of a Teacher”
TEACHER NOTES
Organization of the Quizlet
This performance assessment consists of five steps for students:
1. Generating Ideas and Planning
2. Writing a Draft Piece
3. Rewriting and Revising
4. Editing
5. Producing and Publishing
Recommended Class Time
 This assessment is not timed and could be completed over one day or a number of days.
 The use of technology for producing and publishing the student’s paper is optional.
Recommended Materials

Provide copies of the quizlet booklet or individual pages from the quizlet booklet.

A computer for each child is needed when using technology.
Evaluation
 Use the “Writing Informative/Explanatory Texts Rubric” to evaluate the final student papers.
 Use the “Writing Process Rubric” to evaluate the process that students used to create their papers.
 For optional use is the “Conventions Checklist,” which includes the grammar skills that students are expected to
have at the end of 7th grade.
August 2015
ELA GR7 W QUIZLET 2
Teacher Key
Benchmarks that are Measured in this Quizlet
Benchmark Code
7.W.TTP.2
7.W.TTP.2.1-1.c
7.W.TTP.2.1-2.c
7.W.TTP.2.2-1.c
7.W.TTP.2.2-2.c
7.W.TTP.2.3-1.c
7.W.TTP.2.3-2.c
7.W.TTP.2.4.c
7.W.TTP.2.5.c
7.W.TTP.2.6.c
7.L.VAU.6
7.L.VAU.6.1.c
7.L.VAU.6.2.c
7.L.VAU.6.3.c
7.W.PDW.4.1.c
7.W.PDW.4.2.c
7.W.PDW.5.2.c
7.W.PDW.5.3.c
7.W.PDW.5.4.c
7.W.PDW.5.5.c
7.W.PDW.5.6.c
7.W.PDW.5.1.c
7.W.PDW.6.1.c
7.W.PDW.6.2.c
7.W.PDW.6.3.c
7.L.CSE.1
7.L.CSE.1.1-1.a
7.L.CSE.1.1-2.b
7.L.CSE.1.2.c
7.L.CSE.1.3-1.c
7.L.CSE.1.3-2.b
7.L.CSE.2
7.L.CSE.2.1.c
7.L.CSE.2.2.c
Benchmark
Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
Introduce a topic when writing an informative/explanatory text by previewing what is to
follow
Use strategies to organize ideas, concepts, and information when writing an
informative/explanatory text
Use a variety of methods to aid comprehension when writing an informative/explanatory
text
Develop a topic with relevant information and examples when writing an
informative/explanatory text
Use appropriate transitions to create cohesion when writing an informative/explanatory
text
Use appropriate transitions to clarify the relationships among ideas and concepts when
writing an informative/explanatory text
Use precise language and domain-specific vocabulary to explain a topic when writing an
informative/explanatory text
Maintain a formal style when writing an informative/explanatory text
Write a concluding statement or section that follows from and supports the information
when writing an informative/explanatory text
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Use general academic words and phrases accurately when writing or speaking
Use domain-specific words and phrases accurately when writing or speaking
Apply vocabulary knowledge when considering which word or phrase to use for
comprehension or expression
Plan ideas for writing
Use a variety of strategies to determine ideas which produce strong writing
Produce appropriate volume of writing
Remain engaged in writing task
Strengthen writing by revising while drafting
Improve writing through a sequence of drafts
Use multiple strategies to revise writing
Emphasize the appropriateness of writing for its purpose and audience when producing
and distributing writing
Use technology to produce and publish writing
Use technology to link to and cite sources when producing and publishing writing
Use technology to collaborate with others when producing and publishing writing
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Define the general function of phrases and clauses
Explain the function of phrases and clauses in particular sentences
Relate ideas by using appropriate simple, compound, complex, and compound-complex
sentences when writing or speaking
Use phrases and clauses correctly within a sentence when writing or speaking
Edit writing with misplaced and dangling modifiers
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives when writing
Spell grade-appropriate words correctly when writing
Page 2
ELA GR7 W QUIZLET 2
Teacher Key
Writing Informative/Explanatory Texts Rubric
Strands: Text Types and Purposes, Vocabulary Acquisition and Use
Level
4.0
Criteria
In addition to the understanding in Level 3.0, the student exhibits in-depth inferences and
applications that go beyond what was taught.
The student exhibits no major errors or omissions in writing informative/explanatory text at
seventh grade level by:
3.0
7.W.TTP.2 Writing informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

7.W.TTP.2.1-1.c Introduce a topic when writing by previewing what is to follow

7.W.TTP.2.1-2.c Use logical strategies to organize ideas, concepts, and information

7.W.TTP.2.2-1.c Use a variety of methods to aid comprehension when writing an
informative/explanatory text

7.W.TTP.2.2-2.c Develop a topic with relevant information and examples

7.W.TTP.2.3-1.c Use appropriate transitions to create cohesion

7.W.TTP.2.3-2.c Use appropriate transitions to clarify the relationships among ideas and concepts

7.W.TTP.2.4.c Use precise language and domain-specific vocabulary to explain a topic

7.W.TTP.2.5.c Maintain a formal style

7.W.TTP.2.6.c Write a concluding statement or section that follows from and supports the information
7.L.VAU.6 Acquiring and using accurately grade-appropriate general academic and domain-specific words and
phrases; gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.

7.L.VAU.6.1.c Use general academic words and phrases accurately when writing or speaking

7.L.VAU.6.2.c Use domain-specific words and phrases accurately when writing or speaking

7.L.VAU.6.3.c Apply vocabulary knowledge when considering which word or phrase to use for
comprehension or expression
The student exhibits major errors or omissions regarding the more complex ideas and
processes, but makes no major errors or omissions regarding the simpler details and
processes in informative/explanatory text at seventh grade level, including:
2.0
7.W.TTP.2 Writing informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.

7.W.TTP.2.1-1.c Introduce a topic when writing

7.W.TTP.2.1-2.c Use some strategies to organize ideas, concepts, and information

7.W.TTP.2.2-1.c Use at least one method to aid comprehension when writing an
informative/explanatory text

7.W.TTP.2.2-2.c Develop a topic with relevant information and some examples

7.W.TTP.2.3-1.c Use transitions to create cohesion

7.W.TTP.2.3-2.c Use transitions to clarify the relationships among some ideas and concepts

7.W.TTP.2.4.c Use some precise language and some domain-specific vocabulary to explain a topic

7.W.TTP.2.5.c Generally maintain a formal style

7.W.TTP.2.6.c Write a concluding statement or section that generally follows from and supports the
information
7.L.VAU.6 Acquiring and using accurately grade-appropriate general academic and domain-specific words and
phrases; gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.

7.L.VAU.6.1.c Use general academic words and phrases somewhat accurately when writing or
speaking

7.L.VAU.6.2.c Use domain-specific words and phrases somewhat accurately when writing or speaking
 knowledge when considering which word or phrase to use for comprehension or expression
1.0
With help, the student demonstrates partial understanding of some of the score 2.0 elements
and some of the score 3.0 elements in information/explanatory text at seventh grade level.
0.0
Even with help, the student demonstrates little understanding or skill.
Page 3
ELA GR7 W QUIZLET 2
Teacher Key
Writing Process Rubric
Strand: Production and Distribution of Writing
Level
4.0
Criteria
In addition to the understanding in Level 3.0, the student exhibits in-depth inferences and
applications that go beyond what was taught.
The student exhibits no major errors or omissions in the writing process at seventh grade
level, using the process to strengthen his/her writing by:
Planning/Generating Ideas

7.W.PDW.4.1.c Plan ideas for writing

7.W.PDW.4.2.c Use a variety of strategies to determine ideas which produce strong writing
Drafting (fluency/volume/stamina)

7.W.PDW.5.2.c Produce appropriate volume of writing

7.W.PDW.5.3.c Remain engaged in writing task

7.W.PDW.5.4.c Strengthen writing by revising while drafting
3.0
Rewriting/Revising

7.W.PDW.5.5.c Improve writing through a sequence of drafts

7.W.PDW.5.6.c Use multiple strategies to revise writing
Editing (Conventions of Standard English – see “Conventions Checklist”)
Producing & Publishing

7.W.PDW.5.1.c Emphasize the appropriateness of writing for its purpose and audience when
producing and distributing writing

7.W.PDW.6.1.c Use technology to produce and publish writing

7.W.PDW.6.2.c Use technology to link to and cite sources when producing and publishing writing

7.W.PDW.6.3.c Use technology to collaborate with others when producing and publishing writing
The student exhibits major errors or omissions regarding the more complex ideas and
processes, but makes no major errors or omissions regarding the simpler details and
processes in the writing process at seventh grade level, including:
Planning/Generating Ideas

7.W.PDW.4.1.c Plan some ideas for writing

7.W.PDW.4.2.c Use some strategies to determine ideas which produce strong writing
Drafting (fluency/volume/stamina)

7.W.PDW.5.2.c Produce generally appropriate volume of writing

7.W.PDW.5.3.c Remain mostly engaged in writing task

7.W.PDW.5.4.c Strengthen writing somewhat by revising while drafting
2.0
Rewriting/Revising

7.W.PDW.5.5.c Improve writing somewhat through a sequence of drafts

7.W.PDW.5.6.c Use some strategies to revise writing
Editing (Conventions of Standard English – see “Conventions Checklist”)
Producing & Publishing

7.W.PDW.5.1.c Demonstrate some understanding of writing for its purpose and audience when
producing and distributing writing

7.W.PDW.6.1.c Use technology to produce and publish writing

7.W.PDW.6.2.c Use technology to link to and cite some sources when producing and publishing
writing

7.W.PDW.6.3.c Use technology to collaborate with others when producing and publishing writing
1.0
With help, the student demonstrates partial understanding of some of the score 2.0 elements
and some of the score 3.0 elements in the writing process at seventh grade level.
0.0
Even with help, the student demonstrates little understanding or skill.
Page 4
ELA GR7 W QUIZLET 2
Teacher Key
Conventions Checklist
Strand: Conventions of Standard English
Conventions of Standard English
Benchmarks that Students Should Be Able to
Demonstrate in Their Writing by the End of Grade 7
Need More Help
(√)
7.L.CSE.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
7.L.CSE.1.1-1.a
Define the general function of phrases and clauses
7.L.CSE.1.1-2.b
Explain the function of phrases and clauses in particular
sentences
7.L.CSE.1.2.c
Relate ideas by using appropriate simple, compound, complex,
and compound-complex sentences when writing or speaking
7.L.CSE.1.3-1.c
Use phrases and clauses correctly within a sentence when writing
or speaking
7.L.CSE.1.3-2.b
Edit writing with misplaced and dangling modifiers
7.L.CSE.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
7.L.CSE.2.1.c
Use a comma to separate coordinate adjectives when writing
7.L.CSE.2.2.c
Spell grade-appropriate words correctly when writing
Page 5