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Grade
Level Content
Expectations
7th Grade ELA
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READING
Word Recognition and Word Study
Students will…
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R.WS.07.01 |
Use word
structure, sentence structure, and prediction
to aid in decoding and understanding the meanings of
words encountered in context. |
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R.WS.07.02 |
Use structural,
syntactic, and semantic analysis to
recognize unfamiliar words in context (e.g., idioms,
analogies, metaphors, similes, knowledge of roots
and affixes, major word chunks/rimes, syllabication). |
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R.WS.07.03 |
Recognize
frequently encountered words automatically
(“automatically” should be defined in the glossary). |
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R.WS.07.04 |
Know the meaning
of frequently encountered words in
written and oral contexts (research to support specific
words). |
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R.WS.07.05 |
Apply strategies
to construct meaning and identify
unknown words. |
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R.WS.07.06
|
Read fluently
seventh grade level texts (increasingly
demanding texts readwith fluency as the year proceeds). |
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R.WS.07.07 |
Use
strategies and authentic content-related resources
to determine the meaning of words and phrases in context
(e.g., literary terms, cross-cultural words and phrases,
mathematical expressions, scientific procedures). |
Narrative Text
Students will…
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R.NT.07.01 |
Identify and
discuss how the tensions among characters,
communities, themes, and issues in classic and
contemporary
literature recognized for quality and literary merit are
related
to their own experiences. |
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R.NT.07.02
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Analyze
elements and style of narrative genres (e.g., mystery,
poetry, memoir, drama, myths, legends). |
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R.NT.07.03 |
Analyze
the role of antagonists, protagonists, internal and
external conflicts, and abstract themes. |
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R.NT.07.04
|
Analyze
author’s craft (e.g., theme, antagonists, protagonists,
over and understatement, exaggeration). |
Informational Text
Students will…
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R.IT.07.01
|
Analyze elements
and style of informational genre
(e.g., persuasive essay, research report, brochure,
personal correspondence, autobiography/biography). |
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R.IT.07.02 |
Analyze
organizational patterns (e.g., compare/contrast,
cause and effect, sequence). |
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R.IT.07.03 |
Explain
how authors use writer’s craft and text features
to enhance the understanding of central, key, and
supporting ideas (e.g., metaphors, similes,
captions,
diagrams, appendices). |
Comprehension
Students will…
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R.CM.07.01 |
Connect
personal knowledge, experience, and
understanding of the world to themes and
perspectives in the text. |
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R.CM.07.02 |
Read,
retell, and summarize grade level appropriate
narrative and informational texts. |
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R.CM.07.03 |
State
global themes, universal truths, and principles
within and across texts to create a deeper
understanding |
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R.CM.07.04 |
Apply
significant knowledge from what has been read in
grade level appropriate science and social studies
texts. |
Metacognition
Students will…
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R.MT.07.01 |
Independently
self-monitor comprehension when reading or
listening to text by automatically using and discussing the
strategies used by mature readers to increase comprehension
and engage in interpretative discussions (e.g., predicting,
constructing mental images representing ideas in text
questioning, rereading or listening again if uncertain about
meaning, inferring, summarizing). |
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R.MT.07.02 |
Plan,
monitor, regulate, and evaluate skills, strategies,
and
processes for their own reading comprehension by
applying
appropriate metacognitive skills (e.g., SQP3R,
pattern guides). |
Critical Standards
Students will…
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R.CS.07.01 |
Analyze the
appropriateness of shared, individual, and expert
standards based on purpose, context, and audience in order
to
assess their own work and work of others. |
Reading Attitude
Students will…
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R.AT.07.01 |
Be enthusiastic
about reading and do substantial reading on
their own. |
WRITING
Writing Genres
Students will...
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W.GN.07.01 |
Write a cohesive
narrative piece that includes appropriate
conventions to the genre (e.g., memoir, drama, legend,
mystery, poetry, myth) and employ literary and plot devices
(e.g., internal and/or external conflicts, antagonists/
protagonists, personification). |
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W.GN.07.02 |
Write a
research report (e.g., I-search, website,
traditional)
for an authentic audience that includes appropriate
organizational patterns (e.g., problem statement and
solution,
position statement and supporting evidence, compare
and
contrast), descriptive language, and text features.
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W.GN.07.03 |
Formulate research questions using multiple
resources,
perspectives, and arguments/counterarguments to
develop
a thesis statement that culminates in a presented,
final project. |
Writing Process
Students
will…
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W.PR.07.01
|
Set a
purpose, consider audience, and replicate authors’
styles and patterns when writing narrative or
informational text. |
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W.PR.07.02 |
Apply a
variety of pre-writing strategies for narrative
(e.g., story maps that are designed to depict roles
of
antagonist and protagonist, internal and external
conflict)
and informational text (e.g., position statement and
supporting evidence, problem statement and
solution,,
compare/contrast). |
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W.PR.07.03 |
Revise
their writing to reflect different perspectives for
multiple purposes. |
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W.PR.07.04 |
Select
and use titles, leads, and endings to achieve a
specific purpose for specific audiences. (revise
writing
to ensure that content, structure, elements of style
and voice, literary devices, and textual features
are
consistent) |
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W.PR.07.05 |
Edit
their writing using proofreaders’ checklists both
individually and in peer
editing
groups. |
Personal Style
Students
will…
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W.PS.07.01 |
Exhibit
individual style to enhance the written message
(e.g., in narrative text: personification, humor, element
of surprise; in informational text: emotional appeal,
strong opinion, credible support). |
Grammar and Usage
In the context of writing, students will…
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W.GR.07.01 |
Use style
conventions (e.g., MLA) and a variety of grammatical
structures in their writing including participial phrases,
adverbial
subordinate clauses, superlative adjectives and adverbs,
present/
past/future, continuous verb tenses, parentheses, singular
and
plural possessive forms, and indefinite pronouns.
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Spelling
In the context of writing, students will…
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W.SP.07.01 |
Correctly spell
the derivatives of bases and affixes in the
context of their own writing |
Handwriting
Students' handwriting will…
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W.HW.07.01 |
Be legible in
their compositions. |
Writing Attitude
Students
will…
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W.AT.07.01 |
Be enthusiastic
about writing.
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SPEAKING
Conventions
Students will…
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S.CN.07.01 |
Use specialized
language related to a topic and select
words carefully to achieve precise meaning when presenting. |
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S.CN.07.02 |
Use
slang, dialect, and colloquial language suitably to
create
interest and drama when presenting. |
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S.CN.07.03
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Present
their work in standard American English if it is
their
first language (students whose second language is
English
will present their work in their developing version
of
standard American English). |
Discourse
Students will…
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S.DS.07.01
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Engage in
interactive, extended discourse to socially
construct meaning (e.g., book clubs, literature circles.
partnerships, or other conversation protocols). |
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S.DS.07.02 |
Discuss
multiple text types in order to anticipate and
answer questions, offer opinions and solutions, and
to
identify personally with a universal theme. |
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S.DS.07.03
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Discuss
their written narratives with a variety of literary
and plot devices (e.g., clearly described setting,
sequenced
events, complex major and minor characters,
dialogue,
suspense, specific narrative actions such as
gestures,
movements, and expressions). |
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S.DS.07.04 |
Plan and
deliver a focused, coherent informational
presentation
that incorporates persuasive, non-verbal techniques
(e.g.,
modulation of voice, inflection, tempo, enunciation,
eye contact),
is organized by a specific text pattern (e.g.,
theory and evidence,
persuasion, sequence), and provides supporting
details,
explanations, and descriptions supportive of the
focus of the
presentation and the backgrounds/interestsof the
audience. |
LISTENING &
VIEWING
Conventions
Students will…
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L.CN.07.01 |
Distinguish
facts from opinions and question their
validity during speeches and presentations delivered
by peers. |
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L.CN.07.02 |
Demonstrate the appropriate social skills of
audience
behavior (e.g., eye contact, quiet and still,
attentive,
supportive) during speeches and presentations. |
Response
Students will…
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L.RP.07.01 |
Identify, state,
and react to a speaker’s point of view
and bias. |
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L.RP.07.02 |
Respond
thoughtfully to both classic and contemporary
texts recognized for quality and literary merit. |
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L.RP.07.03 |
Identify
a speaker’s attitude toward a subject. |
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L.RP.07.04 |
Ask
probing questions of speakers, focusing on claims
and conclusions presented. |
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L.RP.07.05 |
Respond
to multiple texts when listened to or viewed
by speaking, illustrating, and/or writing in order
to
anticipate and answer questions, to determine
personal
and universal themes, and to offer opinions or
solutions. |
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L.RP.07.06 |
Evaluate
the credibility of a speaker by determining
whether the speaker’s point of view is biased or
not. |
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L.RP.07.07 |
Identify
persuasive and propaganda techniques and analyze
the effect on the view of images, text, and sound in
the
electronic media (e.g., television, movies), and
they will
determine if the techniques used achieved their
intended
effects. |
MICHIGAN
DEPARTMENT OF EDUCATION
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v.6.04
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ENGLISH LANGUAGE ARTS SEVENTH GRADE | |
