Louisville Municipal School District
7 Grade English Language Arts (ELA) CCSS Pacing Guide
2nd Nine Weeks
Common Core State Standards for
Mississippi Competencies
Performance Level
ELA
and Objectives
Descriptors
th
Reference
Prentice Hall
Literature: Unit 2
READING STANDARDS FOR LITERATURE
Key Ideas and Details
7.RL.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
7.RL.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary of the text.
7.RL.3 Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
I CAN STATEMENTS:
RL.7.1 Accurately cite several pieces of textual
evidence by stating page number or line number to
prove understanding.
RL.7.1 Analyze the explicit meaning of a text.
RL.7.1 Examine text and draw inferences from a given text.
RL.7.2 Determine a theme of the text.
RL.7.2 Identify the details that support the theme.
RL.7.2 Track the development of the theme throughout the
course of the text.
RL.7.2 Generate an objective summary of the text free from
personal opinions and judgments.
RL.7.3 Identify and describe story elements.
RL.7.3 Give examples and explain how two or more
story elements influence one another.
RL.7.3 Give examples and explain how setting shapes the
characters or plot.
Basic
2.b The student will analyze text to infer, justify,
draw conclusions, synthesize, or evaluate
information.
2.b.1 Infer the implied main idea from one or more
related texts.
2.b.2 Justify inferences about main idea by
providing supporting details.
2.d The student will analyze, interpret, compare,
contrast, or response to increasingly complex
literary text, literary nonfiction, and informational
text citing text-based evidence.
2b:
2d Recognize appropriate
textbased
evidence (story elements,
literary devices, sound devices) to
compare texts and to determine
author’s purpose.
Proficient
2b Analyze text to infer implied
main
idea from related texts; justify
inferences by providing supporting
details; evaluate author’s use of
sequence for its effect on the text;
synthesize information in one or
more texts to draw conclusions;
predict confirm, or revise outcomes,
citing text-based evidence.
2d Interpret, compare, contrast, or
respond to story elements, literary
devices (situational and verbal
irony), sound devices, and author’s
purpose in increasingly complex
literary text, literary nonfiction, and
informational text, citing text-based
evidence.
Advanced
2b Justify an inferred outcome,
synthesis, or conclusion
(sequence), citing text-based
evidence in text of increasing
length, difficulty, and
1
Notes
Test 1: Question(s)
2, 3, 4, 10, 14, 22,
26, 28, 29, 30, 36,
37
Test 2: Question(s)
6, 12, 16, 21, 22,
25, 32, 35
Test 3: Question(s)
3, 6, 8, 10, 12, 27,
28, 33, 34, 38
2d:
Test 1: Question(s)
8, 9, 11, 12, 13, 18,
21, 25
Test 2: Question(s)
3, 15, 18, 19, 23,
27, 36, 40
Test 3: Question(s)
5, 9, 18, 21, 23, 24,
26, 36, 39
complexity.
2d Evaluate and justify the use
of irony (situational and verbal)
in text of increasing length,
difficulty, and complexity.
Craft and Structure
7.RL.4 Determine the meaning of words and phrases as
they are used in a text, including figurative and connotative
meanings; analyze the impact of 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.
7.RL.5 Analyze how a drama’s or poem’s form or structure
(e.g., soliloquy, sonnet) contributes to its meaning.
7.RL.6 Analyze how an author develops and contrasts the
points of view of different characters or narrators in a text.
I CAN STATEMENTS:
RL.7.4 Locate and explain the meaning of words and
phrases in a text.
RL.7.4 Examine figurative and connotative meanings of
words and phrases in a text or poem.
RL.7.4 Identify rhymes and repetitions of sounds.
RL.7.4 Judge the impact of the rhyme or repetition on a
specific verse or stanza of a poem or section of a story or
drama.
RL.7.5 Identify a drama’s or poem’s form or structure.
RL.7.5 Identify the overall meaning of a drama or
poem.
RL.7.5 Analyze how the structure contributes to the
overall meaning of a drama or poem.
RL.7.6 Distinguish the points of view of different
characters or narrators in a text.
RL.7.6 Trace the development of the points of view of
different characters or narrators in a text.
RL.7.6 Analyze the contrasting points of view of
different characters or narrators in a text.
2.a The student will apply knowledge of text
features, parts of a book, text structures, and
genres to understand, gain information from,
interpret, respond to, or analyze text.
2.d.1 Story elements (e.g., setting, characters,
character traits, plot, resolution, point of view)
2.d.2 Literary devices (e.g., imagery, exaggeration,
dialogue, irony (situational and verbal))
Basic
2a:
2a Recognize and apply knowledge
of text features, parts of a book,
and text structures to gain
information.
Test 1: Question(s)
1, 7, 20, 31, 40
Test 2: Question(s)
4, 31, 33, 34, 39
Test 3: Question(s)
2, 11, 17, 20, 22
2d Recognize appropriate text
based evidence (story elements,
literary devices, sound devices) to
compare texts and to determine
author’s purpose.
Proficient
2a Apply knowledge of text
features, parts of a book, text
structure, and genres to interpret,
evaluate, or analyze texts.
2d Interpret, compare, contrast, or
respond to story elements, literary
devices (situational and verbal
irony), sound devices, and author’s
purpose in increasingly complex
literary text, literary nonfiction, and
informational text, citing text-based
evidence.
Advanced
2d Evaluate and justify the use
of irony (situational and verbal)
in text of increasing length,
difficulty, and complexity.
2
2d:
Test 1: Question(s)
8, 9, 11, 12, 13, 18,
21, 25
Test 2: Question(s)
3, 15, 18, 19, 23,
27, 36, 40
Test 3: Question(s)
5, 9, 18, 21, 23, 24,
26, 36, 39
Integration of Knowledge and Ideas
7.RL.7 Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium
(e.g., lighting, sound, color, or camera focus and angles in a
film).
2.d The student will analyze, interpret, compare,
contrast, or response to increasingly complex
literary text, literary nonfiction, and informational
text citing text-based evidence.
7.RL.9 Compare and contrast a fictional portrayal of a time,
place, or character and a historical account of the same
period as a means of understanding how authors of fiction
use or alter history.
Basic
2d:
2d Recognize appropriate text
based evidence (story elements,
literary devices, sound devices) to
compare texts and to determine
author’s purpose.
Test 1: Question(s)
8, 9, 11, 12, 13, 18,
21, 25
Test 2: Question(s)
3, 15, 18, 19, 23,
27, 36, 40
Test 3: Question(s)
5, 9, 18, 21, 23, 24,
26, 36, 39
Proficient
I CAN STATEMENTS:
RL.7.7 Identify the medium-specific techniques used in
audio, film, stage, and multimedia (e.g., lighting, sound,
color, or camera focus and angles in a film).
RL.7.7 Compare and contrast a written story, drama, or
poem to its audio, filmed stage, or multimedia version.
RL.7.7 Analyze the effect of the medium-specific
techniques.
RL.7.9 Compare and contrast a fictional portrayal of a
time, place, or character and a historical account of the
same period.
RL.7.9 Distinguish how authors of fiction use or alter
history.
2d Interpret, compare, contrast, or
respond to story elements, literary
devices (situational and verbal
irony), sound devices, and author’s
purpose in increasingly complex
literary text, literary nonfiction, and
informational text, citing text-based
evidence.
Advanced
2d Evaluate and justify the use
of irony (situational and verbal)
in text of increasing length,
difficulty, and complexity.
Range of Reading and Level of Text Complexity
7.RL.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding
as needed at the high end of the range.
I CAN STATEMENTS:
RL.7.10 Read and comprehend literature with increasing
text complexity and proficiency.
RL.7.10 Read closer to the high end of the Lexile score 9551155 with scaffolding.
RL.7.10 Comprehend texts by thinking about, talking
about, and responding to what I read.
3
2.a The student will apply knowledge of text
features, parts of a book, text structures, and
genres to understand, gain information from,
interpret, respond to, or analyze text.
Basic
2a:
2a Recognize and apply knowledge
of text features, parts of a book,
and text structures to gain
information.
Test 1: Question(s)
1, 7, 20, 31, 40
Test 2: Question(s)
4, 31, 33, 34, 39
Test 3: Question(s)
2, 11, 17, 20, 22
Proficient
2a Apply knowledge of text
features, parts of a book, text
structure, and genres to interpret,
evaluate, or analyze texts.
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Details
7.RI.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
7.RI.2 Determine two or more central ideas in a text and
analyze their development over the course of a text; provide
an objective summary of the text.
7.RI.3 Analyze the interactions between individuals, events,
and ideas in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word
choice on meaning and tone.
I CAN STATEMENTS:
RI.7.1 Accurately cite several pieces of textual evidence by
stating page number or line number to prove understanding.
RI.7.1 Analyze the explicit meaning of a text.
RI.7.1 Examine text and draw inferences from a given
text.
RI.7.2 Determine two or more central ideas of the text.
RI.7.2 Identify the details that support the central ideas.
RI.7.2 Track the development of the central ideas
throughout the course of the text.
RI.7.2 Generate an objective summary of the text free
from personal opinions and judgments.
RI.7.3 Identify a specific relationship between
individuals, events, and ideas in a text.
RI.7.3 Analyze the interactions between individuals,
events, and ideas in a text.
2.b The student will analyze text to infer, justify,
draw conclusions, synthesize, or evaluate
information.
Basic
2b:
2.d The student will analyze, interpret, compare,
contrast, or response to increasingly complex
literary text, literary nonfiction, and informational
text citing text-based evidence.
2d Recognize appropriate
textbased
evidence (story elements,
literary devices, sound devices) to
compare texts and to determine
author’s purpose.
Test 1: Question(s)
2, 3, 4, 10, 14, 22,
26, 28, 29, 30, 36,
37
Test 2: Question(s)
6, 12, 16, 21, 22,
25, 32, 35
Test 3: Question(s)
3, 6, 8, 10, 12, 27,
28, 33, 34, 38
Proficient
2b Analyze text to infer implied
main
idea from related texts; justify
inferences by providing supporting
details; evaluate author’s use of
sequence for its effect on the text;
synthesize information in one or
more
texts to draw conclusions; predict
confirm, or revise outcomes, citing
text-based evidence.
2d Interpret, compare, contrast, or
respond to story elements, literary
devices (situational and verbal
irony),
sound devices, and author’s
purpose
in increasingly complex literary text,
literary nonfiction, and informational
text, citing text-based evidence.
Advanced
2b Justify an inferred outcome,
synthesis, or conclusion
(sequence), citing text-based
evidence in text of increasing
length, difficulty, and
complexity.
2d Evaluate and justify the use
4
2d:
Test 1: Question(s)
8, 9, 11, 12, 13, 18,
21, 25
Test 2: Question(s)
3, 15, 18, 19, 23,
27, 36, 40
Test 3: Question(s)
5, 9, 18, 21, 23, 24,
26, 36, 39
of irony (situational and verbal)
in text of increasing length,
difficulty, and complexity.
Craft and Structure
7.RI.4 Determine the meaning of words and phrases as they
are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word
choice on meaning and
tone.
7.RI.5 Analyze the structure an author uses to organize a
text, including how the major sections contribute to the
whole and to the development of the ideas.
7.RI.6 Determine an author’s point of view or purpose in a
text and analyze how the author distinguishes his or her
position from that of others.
I CAN STATEMENTS:
RI.7.4 Locate and explain the meaning of words and
phrases in a text.
RI.7.4 Examine figurative, connotative, and technical
meanings of words and phrases in a text.
RI.7.4 Judge the impact of a specific word choice on
meaning and tone.
RI.7.5 Determine the structure an author uses to
organize a text.
RI.7.5 Analyze how major sections contribute to the
whole.
RI.7.5 Analyze how major sections contribute to the
development of ideas.
RI.7.6 Identify the point of view of the author.
RI.7.6 Determine the author’s purpose.
RI.7.6 Analyze how the author distinguishes his
position from that of others.
Integration of Knowledge and Ideas
7.RI.7 Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s
portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words).
7.RI.8 Trace and evaluate the argument and specific claims
in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
7.RI.9 Analyze how two or more authors writing about the
same topic shape their presentations of key information by
5
1.g The student will analyze and evaluate
vocabulary usage based on appropriateness for
context and purpose (e.g., formal and informal
language).
2.a The student will apply knowledge of text
features, parts of a book, text structures, and
genres to understand, gain information from,
interpret, respond to, or analyze text.
2.a.1 Text features-titles, headings, captions,
illustrations, graphs, charts, diagrams, boldfaced print, italics, headings, subheadings,
numberings, maps, icons, pull down menus,
captions, illustrations, graphs, diagrams, key
word searches, etc.
Basic
1g:
2a Recognize and apply knowledge
of text features, parts of a book,
and
text structures to gain information.
Test 1: Question(s)
32
Test 2: Question(s)
37
Test 3: Question(s)
25
Proficient
2a:
1g Analyze and evaluate
vocabulary usage based on
appropriateness for context and
purpose.
Test 1: Question(s)
1, 7, 20, 31, 40
Test 2: Question(s)
4, 31, 33, 34, 39
Test 3: Question(s)
2, 11, 17, 20, 22
2a Apply knowledge of text
features,parts of a book, text
structure, and
genres to interpret, evaluate, or
analyze texts.
Advanced
1g Justify the use of vocabulary
based on appropriateness for
context and purpose.
2.b The student will analyze text to infer, justify,
draw conclusions, synthesize, or evaluate
information.
2.b.1 Infer the implied main idea from one or more
related texts.
Proficient
2b:
2b Analyze text to infer implied
main
idea from related texts; justify
inferences by providing supporting
details; evaluate author’s use of
sequence for its effect on the text;
synthesize information in one or
more
texts to draw conclusions; predict
Test 1: Question(s)
2, 3, 4, 10, 14, 22,
26, 28, 29, 30, 36,
37
Test 2: Question(s)
6, 12, 16, 21, 22,
25, 32, 35
Test 3: Question(s)
3, 6, 8, 10, 12, 27,
emphasizing different evidence or advancing different
interpretations of facts.
confirm, or revise outcomes, citing
text-based evidence.
I CAN STATEMENTS:
RI.7.7 Compare and contrast a text to an audio, video, or
multimedia version of the text.
RI.7.7 Analyze each medium’s portrayal of the subject
(e.g., how the delivery of a speech affects the impacts
of the words).
RI.7.8 Trace and evaluate the argument and specific
claims in a text.
RI.7.8 Identify evidence and support in a text.
RI.7.8 Assess whether the reasoning is sound.
RI.7.8 Assess whether the evidence is relevant.
RI.7.8 Assess whether the evidence is sufficient to
support the claim.
RI.7.9 Identify evidence and facts used in the texts.
RI.7.9. Compare and contrast two texts about the same
topic.
RI.7.9 Contrast the authors emphasis of different
evidence and interpretation of the facts.
RI.7.9 Analyze how the authors choices shape their
presentations of key information.
28, 33, 34, 38
Advanced
2b Justify an inferred outcome,
synthesis, or conclusion
(sequence), citing text-based
evidence in text of increasing
length, difficulty, and
complexity.
Range of Reading and Level of Text Complexity
7.RI.10 By the end of the year, read and comprehend literary
nonfiction in the grades 6-8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
2.a The student will apply knowledge of text
features, parts of a book, text structures, and
genres to understand, gain information from,
interpret, respond to, or analyze text.
I CAN STATEMENTS:
RI.7.10 Read and comprehend literary nonfiction with
increasing text complexity and proficiency.
RI.7.10 Read closer to the high end of the Lexile score
955-1155 with scaffolding.
RI.7.10 Comprehend texts by thinking about, talking
about, and responding to what I read.
Basic
2a:
2a Recognize and apply knowledge
of text features, parts of a book,
and
text structures to gain information.
Proficient
Test 1: Question(s)
1, 7, 20, 31, 40
Test 2: Question(s)
4, 31, 33, 34, 39
Test 3: Question(s)
2, 11, 17, 20, 22
2a Apply knowledge of text
features,
parts of a book, text structure, and
genres to interpret, evaluate, or
analyze texts.
WRITING STANDARDS
Text Types and Purposes
7.W.1 Write arguments to support claims with clear reasons
and relevant evidence.
7.W.1a Introduce claims, acknowledge alternate or opposing
claims, and organize the reasons and evidence logically.
6
1.g The student will analyze and evaluate
vocabulary usage on based on appropriateness for
context and purpose (e.g., formal and informal
language)
3.b The student will incorporate descriptive details
Basic
1g:
3b Use an appropriate composing
process to incorporate descriptive
details into texts.
Test 1: Question(s)
32
Test 2: Question(s)
7.W.1b Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
7.W.1c Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim (s), reasons, and
evidence.
into texts including but not limited to narrative,
expository, or persuasive text.
3.c The student will compose narrative text
utilizing effective organization, transitions, vivid
word choices, and specific supporting details, and
containing multiple events.
3.c.1 Stories or retellings.
7.W.1d Establish and maintain a formal style.
7.W.1e Provide a concluding statement or section that
follows from and supports the argument presented.
7.W.2 Write informative/explanatory texts to examine a topic
and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
7.W.2a Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information, using strategies
such as definitions, classification, comparison/contrast, and
cause/effect; including formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension.
7.W.2b Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
examples.
7.W.2c Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
7.W.2d Use precise language and domain-specific
vocabulary to inform about or explain the topic.
3.d The student will compose informational text
utilizing topic sentences, effective organization,
transitions, vivid word choices, and specific
supporting details, including but not limited to the
following: texts containing chronological order;
procedural; cause and effect; comparison and
contrast; order of importance; problem and
solution.
3c Use an appropriate composing
process to produce narrative text
utilizing transitions and supporting
details.
3d Use an appropriate composing
process to produce informational
text utilizing topic sentences and
transitions.
3e Use an appropriate composing
process to produce persuasive text
utilizing specific supporting details.
Proficient
3.d.6 Essays
1g Analyze and evaluate
vocabulary usage based on
appropriateness for context and
purpose.
3.e The student will compose persuasive text with
a clear problem and solution, utilizing effective
organization, transitions, vivid word choices, and
specific supporting details.
3b Use an appropriate composing
process to incorporate descriptive
details into texts (narrative,
expository, or persuasive).
3.e.1 Letters
3c Use an appropriate composing
process to produce narrative text
utilizing effective organization,
transitions, vivid word choices, and
specific supporting details and
containing multiple events.
3.d.3 Functional texts.
37
Test 3: Question(s)
25
3b:
Test 1: Question(s)
42, 69, 76, 79
Test 2: Question(s)
42, 72, 80
Test 3: Question(s)
43, 64, 75, 78
3c:
Test 1: Question(s)
58, 60, 77
Test 2: Question(s)
46, 64
Test 3: Question(s)
60, 61, 79, 80
3d:
Test 1: Question(s)
43, 50, 51, 59
Test 2: Question(s)
49, 50, 51, 54, 59,
69
Test 3: Question(s)
41, 42, 51, 52, 53
3e:
7.W.2e Establish and maintain a formal style.
7.W.2f Provide a concluding statement or section that
follows from and supports the information or explanation
presented.
7.W.3 Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
7.W.3a Engage and orient the reader by establishing a
context and point of view and introducing a narrator and/or
characters; organize an event sequence that unfolds
naturally and logically.
7
3d Use an appropriate composing
process to produce informational
text utilizing topic sentences,
effective organization, transitions,
vivid word choices, and specific
supporting details, including but not
limited to the following: texts
containing chronological order,
procedural, cause and effect,
comparison and contrast,order of
importance, problem and solution.
3e Use an appropriate composing
process to produce persuasive text
with a clear problem and solution,
Test 1: Question(s)
44, 49
Test 2: Question(s)
41, 43, 47, 48, 56,
62, 78
Test 3: Question(s)
58, 59, 68, 69
7.W.3b Use narrative techniques, such as dialogue, pacing
and description, to develop experiences, events, and/or
characters.
utilizing effective
organization,transitions, vivid word
choices, and specific supporting
details.
7.W.3c Use a variety of transition words, phrases, and
clauses to convey sequence and signal shifts from one time
frame or setting to another.
Advanced
7.W.3d Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action and
convey experiences and events.
1g Justify the use of vocabulary
based on appropriateness for
context and purpose.
7.W.3e Provide a conclusion that follows from and reflects
on the narrated experiences or events.
3c Based on audience and
purpose, justify an appropriate
composing process utilizing
effective organization and
transition, vivid word choice,
and specific supporting details
to produce or evaluate narrative
text of increasing complexity
and length.
I CAN STATEMENTS:
W.7.1a Make a claim
W.7.1a Acknowledge alternate or opposing claims
W.7.1a Provide reasons and evidence to support my
claim
W.7.1a Organize my reasons and evidence logically
W.7.1b. Identify accurate credible sources
W.7.1b Demonstrate an understanding of the topic or
text
W.7.1b Support claim(s) with logical reasoning and
relevant evidence.
W.7.1c Compose a variety of phrases and clauses.
W.7.1c Choose the words, phrases, and clauses that will
create cohesion.
W.7.1c Choose the words, phrases, and clauses that will
show the relationships among claim(s), reasons, and
evidence.
W.7.1d Use a formal style.
W.7.1d Maintain a formal style.
W.7.1e Write concluding statement or section that
follows from and supports the argument presented.
W.7.2a Write a topic sentence that previews what is to
follow.
W.7.2a Use strategies to organize ideas, concepts, and
information (definition, classification, comparison/contrast,
and cause/effect).
W.7.2a Use comprehension aids when appropriate
[formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia].
W.7.2b Support the topic with relevant facts,
definitions, concrete details, quotations or other information
and examples.
W.7.2b Accurately cite quotations and examples from
supplementary texts.
W.7.2c Know appropriate transitions (conjunctive
8
3d Based on audience and
purpose, justify an appropriate
composing process utilizing
topic sentences, effective
organization, transitions, vivid
word choices, and specific
supporting details to produce or
evaluate informational text of
increasing complexity and
length.
3e Based on audience and
purpose, justify an appropriate
composing process utilizing
effective organization,
transitions, vivid word choices,
and specific supporting details
to produce or evaluate
persuasive text of increasing
complexity and length.
adverbs, correlative and coordinating conjunctions).
W.7.2c Use appropriate transitions to create cohesion
and clarify the relationships among ideas and concepts.
W.7.2d Select precise language and domain-specific
vocabulary to inform about or explain the topic.
W.7.2e. Use a formal style.
W.7.2e. Maintain a formal style.
W.7.2e Write concluding statement or section that
follows from and supports the argument presented.
W.7.3a Choose a setting, point of view, narrator and/or
characters.
W.7.3a Construct a natural and logical sequence of
events (plot).
W.7.3a Engage the reader using vivid and descriptive
details.
W.7.3b Identify effective dialogue in fiction and
nonfiction selections.
W.7.3b Examine the overall effect of pacing in fiction
and nonfiction selections.
W.7.3b Apply narrative techniques, such as dialogue,
pacing, and description to develop experiences, events,
and/or characters.
W.7.3c Know appropriate transitions (conjunctive
adverbs, correlative and coordinating conjunctions) to
signal shifts in time and setting.
W.7.3c Use appropriate transitions to signal shifts in
time and setting.
W.7.3d Select precise words and phrases including
descriptive details and sensory language to capture the
action.
W.7.3d Select precise words and phrases including
descriptive details and sensory language to convey
experiences.
W.7.3e Write a conclusion that resolves the narrative
and reflects on the experiences or events.
Production and Distribution of Writing
7.W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
I CAN STATEMENTS:
W.7.4 Identify the task, audience, and purpose.
W.7.4 Create clear and coherent writing.
W.7.4 Use appropriate organization.
W.7.4 Use appropriate style.
9
3.a The student will use and reflect on an
appropriate composing process (e.g., planning,
drafting, revising, editing, publishing) to express,
communicate, evaluate, or exchange ideas with a
focus on texts increasing complexity and length.
Basic
3a:
3a Identify appropriate steps/details
in the composing process
(planning, drafting, revising,
publishing) to communicate,
evaluate, or exchange ideas with a
focus on text of increasing
complexity and length.
Test 1: Question(s)
41, 53, 67, 68, 70,
78, 80
Test 2: Question(s)
65, 73, 79
Test 3: Question(s)
66, 67, 70
Proficient
3a Use and reflect on an
appropriate composing process
(planning, drafting, revising,
publishing) to express,
communicate, evaluate, or
exchange ideas with a focus on text
of increasing complexity and length.
.
Research to Build and Present Knowledge
7.W.7 Conduct short research projects to answer a question,
drawing on several sources and generating additional
related, focused questions for further research and
investigation.
7.W.8 Gather relevant information from multiple print and
digital sources, using search terms effectively; assess the
credibility and accuracy of each source; and quote or
paraphrase the date and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
7.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
I CAN STATEMENTS:
W.7.7 Conduct short research projects to answer a question.
W.7.7 Use information from several sources.
W.7.7 Generate related, focused questions for further
research and investigation.
W.7.8 Gather relevant information from multiple print and
digital sources.
W.7.8 Use search terms effectively.
W.7.8 Evaluate the credibility and accuracy of each source.
W.7.8 Avoid plagiarism by quoting and paraphrasing
correctly.
W.7.8 Produce a citation in standard format.
W.7.9a Draw evidence from literary texts to support analysis,
reflection, and research.
W.7.9b Draw evidence from literary nonfiction texts to
support analysis, reflection, and research.
2.b The student will analyze text to infer, justify,
draw conclusions, synthesize, or evaluate
information.
3.f The student will compose texts of a variety of
modes based on inquiry and research.
Basic
2b:
3f Use an appropriate composing
process to produce text presenting
paraphrased findings based on
inquiry and research.
Test 1: Question(s)
2, 3, 4, 10, 14, 22,
26, 28, 29, 30, 36,
37
Test 2: Question(s)
6, 12, 16, 21, 22,
25, 32, 35
Test 3: Question(s)
3, 6, 8, 10, 12, 27,
28, 33, 34, 38
3.f.1 Generate questions.
Proficient
3.f.2 Locate sources (e.g., books, interviews,
Internet, reference materials, on-line data bases)
and gather relevant information from multiple
sources.
3.f.3 Take notes on important information from
sources.
2b Analyze text to infer implied
main
idea from related texts; justify
inferences by providing supporting
details; evaluate author’s use of
sequence for its effect on the text;
synthesize information in one or
more texts to draw conclusions;
predict confirm, or revise outcomes,
citing text-based evidence.
3f Use an appropriate composing
process to produce texts of a
variety of modes based on inquiry
and research, taking notes on
important information from sources,
synthesizing and evaluating
important findings, and
selecting sources to support central
ideas, concepts, and themes.
Advanced
2b Justify an inferred outcome,
synthesis, or conclusion
(sequence), citing text-based
evidence in text of increasing
length, difficulty, and
complexity.
10
3f:
Test 1: Question(s)
52, 61, 62
Test 2: Question(s)
55, 63, 68, 75
Test 3: Question(s)
46, 47, 77
3f Justify findings synthesized
from inquiry and research.
SPEAKING AND LISTENING STANDARDS
Comprehension and Collaboration
7.SL.2 Analyze the main ideas and supporting details
presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a
topic, text, or issue under study.
I CAN STATEMENTS:
SL.7.2 Identify the main ideas and supporting details in
diverse media and formats (e.g., visually, quantitatively,
orally).
SL.7.2 Explain how the ideas clarify a topic, text, or
issue under study.
2.a.1 Text features-titles, headings, captions,
illustrations, graphs, charts, diagrams, bold-faced
print, italics, headings, subheadings, numberings,
maps, icons, pull down menus, captions, key word
searches, etc.
Basic
2a Recognize and apply knowledge
of text features, parts of a book,
and
text structures to gain information.
2.b.2 Justify the inferences about main ideas by
providing supporting details.
Proficient
2a Apply knowledge of text
features,
parts of a book, text structure, and
genres to interpret, evaluate, or
analyze texts.
2b Analyze text to infer implied
main
idea from related texts; justify
inferences by providing supporting
details; evaluate author’s use of
sequence for its effect on the text;
synthesize information in one or
more
texts to draw conclusions; predict
confirm, or revise outcomes, citing
text-based evidence.
Advanced
2b Justify an inferred outcome,
synthesis, or conclusion
(sequence), citing text-based
evidence in text of increasing
length, difficulty, and
complexity.
11
2a:
Test 1: Question(s)
1, 7, 20, 31, 40
Test 2: Question(s)
4, 31, 33, 34, 39
Test 3: Question(s)
2, 11, 17, 20, 22
2b:
Test 1: Question(s)
2, 3, 4, 10, 14, 22,
26, 28, 29, 30, 36,
37
Test 2: Question(s)
6, 12, 16, 21, 22,
25, 32, 35
Test 3: Question(s)
3, 6, 8, 10, 12, 27,
28, 33, 34, 38
Presentation of Knowledge and Ideas;
7.SL.4 Present claims and findings, emphasizing salient
points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation.
Basic
3.f.5 Present the results using a variety of
communication techniques.
7.SL.5 Include multimedia components and visual displays
in presentations to clarify claims and findings and emphasize
salient points.
3f:
3f Use an appropriate composing
process to produce text presenting
paraphrased findings based on
inquiry and research.
Proficient
7.SL.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate.
Test 1: Question(s)
52, 61, 62
Test 2: Question(s)
55, 63, 68, 75
Test 3: Question(s)
46, 47, 77
3f Use an appropriate composing
process to produce texts of a
variety of modes based on inquiry
and research, taking notes on
important information from sources,
synthesizing and evaluating
important findings, and
selecting sources to support central
ideas, concepts, and themes.
I CAN STATEMENTS:
SL.7.4 Deliver an oral presentation.
SL.7.4 Provide meaningful descriptions, facts, details,
and examples.
SL.7.4 Maintain focus by emphasizing the most
important points.
SL.7.4 Use appropriate eye contact.
SL.7.4 Use adequate volume.
SL.7.4 Use clear pronunciation.
SL.7.5 Utilize multimedia components and visual
displays to support, emphasize, and clarify the most
important points.
SL.7.6 Distinguish the difference between formal and
informal English.
SL.7.6 Demonstrate the accurate and appropriate use of
formal English.
SL.7.6 Modify and adjust my speech to a variety of
contexts and tasks.
Advanced
3f Justify findings synthesized
from inquiry and research.
Language Standards
Conventions of Standard English
7.L.1 Demonstrate the command of the conventions of
standard English grammar and usage when writing or
speaking.
7.L.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
I CAN STATEMENTS:
L.7.1a Identify phrases and clauses.
L.7.1a Explain the function of phrases and clauses
within a sentence.
L.7.1b Identify simple, compound, complex, and
12
4.a The student will use Standard English
grammar to compose or edit.
4.a.2 Verbs (helping verbs, irregular, linking,
transitive, and intransitive verbs)
4.a.6 Adjectives (e.g., descriptive, comparative,
superlative; predicate adjectives)
4.a.10 Adverbs (avoiding double negatives;
comparative forms)
4.c.3 Avoid sentence fragments, run-on sentences,
Basic
4a:
4a Recognize the use of Standard
English grammar (collective nouns;
emphatic tense; correlative
conjunctions; pronoun-antecedent
agreement [collective nouns,
relative pronouns, indefinite
pronouns, expressions of amount]).
4c Recognize sentence structure
incorporating compound-complex
sentences and/or noun clauses.
Test 1: Question(s)
45, 63, 71, 73, 75
Test 2: Question(s)
52, 57, 61, 67, 77
Test 3: Question(s)
44, 45, 62, 63, 76
4c:
Test 1: Question(s)
compound-complex sentences.
L.7.1b Choose appropriate sentence type to show
relationships among ideas.
L.7.1c Correctly place phrases and clauses within a
sentence.
L.7.1c Recognize misplaced and dangling modifiers.
L.7.1c Correct misplaced and dangling modifiers.
L.7.2 Apply correct capitalization.
L.7.2 Apply correct punctuation.
L.7.2a. Use a comma to separate coordinate adjectives
(e.g., It was a fascinating, enjoyable movie but not He wore
an old[,] green shirt).
L.7.2b. Spell correctly.
and comma splices.
4.c.5 Compose sentences using descriptive
adjectives, adverbs, prepositional phrases
(functioning as adjectives or adverbs), appositive
phrases, adjective clauses, adverb clauses, and
noun clauses. (not a match to CCSS)
Proficient
4a Apply knowledge of Standard
English grammar (collective nouns;
emphatic tense; correlative
conjunctions; pronoun-antecedent
agreement [collective nouns,
relative
pronouns, indefinite pronouns,
expressions of amount]) to
compose
or edit.
47, 54, 57, 66, 74
Test 2: Question(s)
44, 60, 66, 70, 74
Test 3: Question(s)
48, 50, 56, 65, 71,
73
4c Apply knowledge of sentence
structure (compound-complex
sentences; noun clauses) to
compose
or edit.
Advanced
4a Analyze the purposeful use
of Standard English grammar
(collective nouns; emphatic
tense; correlative conjunctions;
pronoun-antecedent agreement
[collective nouns, relative
pronouns, indefinite pronouns,
expressions of amount]) to
compose or edit.
4c Analyze the purposeful use
of varied sentence structure
(compound-complex sentences;
noun clauses) to produce texts
with appropriate grade-level
syntax.
Knowledge of English
7.L.3a Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.
I CAN STATEMENTS:
L.7.3 Demonstrate knowledge of language and
conventions in writing, speaking, reading, and listening.
L.7.3a Use precise language to express ideas concisely.
L.7.3a Recognize wordiness and redundancy.
13
3.d The student will compose informational text
utilizing topic sentences, effective organization,
transitions, vivid word choices, and specific
supporting details, including but not limited to the
following: texts containing chronological order;
procedural; cause and effect; comparison and
contrast; order of importance; problem and
solution.
Basic
3d:
3d Use an appropriate composing
process to produce informational
text utilizing topic sentences and
transitions.
Proficient
Test 1: Question(s)
43, 50, 51, 59
Test 2: Question(s)
49, 50, 51, 54, 59,
69
Test 3: Question(s)
41, 42, 51, 52, 53
3d Use an appropriate composing
L.7.3a Eliminate wordiness and redundancy.
process to produce informational
text utilizing topic sentences,
effective organization, transitions,
vivid word choices, and specific
supporting details, including but not
limited to the following: texts
containing chronological order,
procedural, cause and effect,
comparison and contrast, order of
importance, problem and solution.
Advanced
3d Based on audience and
purpose, justify an appropriate
composing process utilizing
topic sentences, effective
organization, transitions, vivid
word choices, and specific
supporting details to produce or
evaluate informational text of
increasing complexity and
length.
Vocabulary Acquisition and Use
7.L.4 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.
7.L.4b Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel).
7.L.4c Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning or its part of
speech.
7.L.4d Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
7.L.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
7.L.5a Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
1.b The student will develop and apply expansive
knowledge or words and word meanings to
communicate.
1.a The student will apply knowledge of roots and
affixes (e.g., non-, trans-, over-, anti-, inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-,
fore-, de-, -tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, ous, -eous-, ious, -ance, -ence, -ive, -en, -ative, tive, -ible, -ty) to determine and infer the meaning
of unfamiliar words.
1.e The student will use context clues to determine
the figurative meanings (e.g., simile, metaphor,
personification, hyperbole, idiom) of text and to
communicate.
1.f The student will apply knowledge of reference
materials (e.g., dictionary, glossary, teacher or
peer [as a resource], thesaurus, electronic
dictionary) to evaluate word choice in a variety of
texts (e.g., revise writing, peer editing), and to
determine meaning.
Basic
1a:
1a Identify roots and affixes in
multi-syllabic words.
Test 1: Question(s)
34
Test 2: Question(s)
No Sample
Questions
Test 3: Question(s)
31
1e Identify figurative language.
Proficient
1a Apply knowledge of roots and
affixes (en-, em- fore-, de-, -ative,
-tive, -ible, -ty) to infer the meaning
of unfamiliar and multiple meaning
words.
1b Apply expansive knowledge of
words and word meanings to
communicate.
1e Use context clues to determine
figurative meaning of text and to
communicate.
1f Apply knowledge of reference
14
1b:
Test 1: Question(s)
16
Test 2: Question(s)
9
Test 3: Question(s)
No Sample
Questions
1e:
Test 1: Question(s)
19, 23
Test 2: Question(s)
7.L.6 Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases;
gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
I CAN STATEMENTS:
L.7.4a. Use context clues to determine the meaning of a
word or phrase (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence).
L.7.4b Recognize grade-appropriate Greek or Latin
affixes and roots.
L.7.4b Use grade-appropriate Greek or Latin affixes
and roots to determine the meaning of a word.
L.7.4c Determine which reference materials are
appropriate for finding specific information.
L.7.4c Use reference materials to find the pronunciation of a
word.
L.7.4c Use reference materials to determine the precise
meaning of a word.
L.7.4c Use reference materials to determine the part of
speech.
L.7.4d. Make a preliminary guess about the meaning of a
word or a phrase.
L.7.4d Verify the actual meaning of a word or a phrase by
checking the context or a dictionary.
L.7.5a Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
L.7.5b Identify the relationship between particular
words to better understand each word (e.g.,
synonym/antonym, analogy).
L.7.5c Understand the difference between denotations
(definitions) and connotations (associations).
L.7.5c Identify the different connotations of words with
like definitions.
L.7.6 Use grade appropriate academic and domain
specific words and phrases.
L.7.6 Use vocabulary knowledge in a variety of
situations.
15
materials to evaluate word choice.
Advanced
1e Justify the use of context
clues to infer meaning of
figurative language.
1f Justify word choice based on
the use of reference materials.
10, 28
Test 3: Question(s)
No Sample
Questions
1f:
Test 1: Question(s)
15, 24
Test 2: Question(s)
11
Test 3: Question(s)
15