Reading Literature Standards Grade 7

North Branch Middle School

Unpacked ELA CCSS Grade 7

CCSS.ELA.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target #1: Cite several pieces of textual evidence to support analysis of what the text says explicitly

I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the answer within the text (these are for green questions).

Learning Target #2: Make inferences drawn from the text.

I am able to use the text with my own thinking (inference) to build meaning of the text. This means I use words from the text along with my own words to show my understanding.

CCSS.ELA RL.7.2 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.

Learning Target #1: Determine a theme or central idea of a text.

I am able to identify a theme or main idea.

Learning Target #2: Analyze a themes development over the course of the text.

I am able to recognize changing settings, plot twists, and notice how they influence and or shape the theme and guide me to a reasonable conclusion.

Learning Target #3: Provide an objective summary of the text.

I am able to create neutral summaries that reveal the theme through consideration of sequence, characters, setting, and plot.

CCSS.ELA RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Learning Target #1: Analyze how particular elements of a story or drama interact

I am able to define elements of a story or drama (ex. character, setting, plot).

I am able to explain how the elements of a story or drama interact or affect one another.

CCSS.ELA RL.7.4 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 (ex. alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

I am able to understand how the writer uses figurative language (simile, metaphor, hyperbole, personification, alliteration, assonance, and onomatopoeia) and can recognize words and phrases that help create a story-within-a-story.

I am able to recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meaning (hinted or secondary).

Learning Target #2: Analyze the impact of rhymes and other repetitions of sounds (ex. alliteration) on a specific verse or stanza of a poem or section of a story or drama.

I am able to explain why authors use rhyme and repetition of sounds (alliterations and assonance) to draw attention to a particular section of the text.

CCSS.ELA RL.7.5 Analyze how a dramas or poems form or structure (ex. soliloquy, sonnet) contributes to its meaning.

Learning Target #1: Analyze how a dramas or poems form or structure ( ex. soliloquy, sonnet) contribute to its meaning.

I am able to analyze the form/structure of a poem and explain how a poets choice of form/structure affects the overall meaning.

CCSS.ELA RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Learning Target #1: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

I am able to classify point of view as:

First person (an inside narrator tells the story: I)

Second person (narrator speaks directly to the reader: you)

Third person (an outside narrator tells the story: he, she, it)

Third person limited (an outside narrator tells the story but knows the thoughts of one character)

Third person omniscient (an outside narrator tells the story and knows the thoughts of all the characters)

I am able to explain the similarities and differences of characters points of view and how the story would change from a different point of view.

CCSS.ELA RL.7.7 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 (ex. lighting, sound, color, or camera focus and angles in a film).

Learning Target #1: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version.

I am able to compare and contrast mental images I created while reading to the images presented in a media or staged version of the same text.

Learning Target #2: Analyze the effects of techniques unique to each medium (ex. lighting, sound, color, or camera focus and angles in a film).

I am able to identify and analyze how various techniques used in media or staged versions of the text can add to or change the experience of the audience.

CCSS.ELA RL.7.8 not applicable

CCSS.ELA RL.7.9 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.

Learning Target #1: 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.

I am able to compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.

I am able to analyze and describe how authors use or change facts to develop their own fictional stories.

CCSS.ELA RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Target #1: Read and comprehend literature at the high end of the grade level.

I am able to recognize when the text I am reading is too easy or difficult for me.

I am able to choose reading strategies (ex. visualize, ask questions, make connections, inter, and reread) that will help me comprehend texts.

CCSS.ELA RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Information Standards

Learning Target #1: Cite several pieces of textual evidence to support analysis of what the text says explicitly.

I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the answer within the text (these are for green questions).

Learning Target #2: Make inferences drawn from the text.

I am able to use the text with my own thinking (inference) to build meaning of the text. This means I use words from the text along with my own words to show my understanding.

CCSS.ELA RI.7.2 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.

Learning Target #1: Determine a theme or central idea of a text.

I am able to identify a theme or main idea.

Learning Target #2: Analyze a themes development over the course of the text.

I am able to recognize changing settings, plot twists, and notice how they influence and or shape the theme and guide me to a reasonable conclusion.

Learning Target #3: Provide an objective summary of the text.

I am able to create neutral summaries that reveal the theme through consideration of sequence, characters, setting, and plot.

CCSS.ELA RI.7.3 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).

Learning Target #1: 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).

I am able to identify the ideas in a text and how they are related.

I am able to explain how ideas and event influence people.

CCSS.ELA RI.7.4 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.

Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

I am able to understand how the writer uses figurative language (simile, metaphor, hyperbole, personification, alliteration, assonance, and onomatopoeia) and can recognize words and phrases that help create a story-within-a-story.

I am able to recognize the difference between technical meanings (dictionary definition) and connotative meaning (hinted or secondary).

Learning Target #2: Analyze the impact of a specific word choice on meaning and tone.

I am able to determine why the author chose specific words and understand how these words shape the meaning and tone of the text.

CCSS.ELA RI.7.5 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.

Learning Target #1: 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.

I am able to explain how the organization of the text (cause/effect, problem/solution, compare/contrast, description, and chronology) helps me understand the topic.

CCSS.ELA RI.7.6 Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Learning Target #1: Determine an authors point of view or purpose in a text.

I am able to determine how the author feels about the topic or text (authors opinions, values, and/or beliefs).

Learning Target #2: Analyze how the author distinguishes his or her position from that of others.

I am able to figure out how an author expresses how his/her opinion is different from others.

CCSS.ELA RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each mediums portrayal of the subject (ex. how the delivery of a speech affects the impact of the words).

Learning Target #1: Compare and contrast a text to an audio, video, or multimedia version of the text.

I am able to compare and contrast a text to an audio, video, or multimedia version of the text.

Learning Target #2: Analyze each mediums portrayal of the subject.

I am able to analyze how various mediums (techniques) used in audio, video, or multimedia versions of a text can add to, improve, or change the way the subject is portrayed (delivered) to an audience.

CCSS.ELA RI.7.8 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.

Learning Target #1: 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.

I am able to identify the argument.

I am able to tell the difference between claims supported by reasons (facts) and evidence from claims that are not (opinion).

CCSS.ELA RI.7.9 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.

Learning Target #1: 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.

I am able to recognize that authors present information differently based on their point of view.

I am able to compare and contrast how two authors communicate the same topic by how they choose to emphasize or focus on facts in the text.

CCSS.ELA RI.7.10 By the end of the year read and comprehend literary nonfiction in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Target #1: Read and comprehend literary nonfiction at the high end of the grade level.

I am able to recognize when the text I am reading is too easy or difficult for me.

I am able to choose reading strategies (ex. visualize, ask questions, make connections, inter, and reread) that will help me comprehend texts.

Writing Standards

CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

Learning Target #1: Write arguments to support claims with clear reasons and evidence.

I am able to write an argument to support claims (statements) with clear reasons and evidence.

CCSS.ELA-Literacy.W.7.1a Introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.

Learning Target #1: Introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.

I am able to write a claim for an argumentative piece of writing.

I am able to organize reasons and evidence to support my claim in an argumentative piece of writing.

I am able to acknowledge and distinguish the claims from alternate or opposing claims.

CCSS.ELA-Literacy.W.7.1b Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Learning Target #1: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

I am able to support claim(s) with logical reasoning and relevant evidence in an argumentative piece of writing.

I am able to find and use accurate, credible sources in an argumentative piece of writing.

I am able to demonstrate an understanding of the topic or text using relevant information in an argumentative piece of writing.

CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Learning Target #1: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

I am able to clarify relationships among claims, counterclaims, reasons, and evidence when writing argumentative text.

CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.

Learning Target #1: Establish and maintain a formal style.

I am able to use the appropriate voice when writing argumentative text.

CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

Learning Target #1: Provide a concluding statement or section that follows from and supports the argument presented.

I am able to write a concluding statement when writing argumentative text.

CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Learning Target #1: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

I am able to write an informative/explanatory text to examine a topic and relay ideas.

I am able to select, organize and analyze important information to write an informative/explanatory piece.

CCSS.ELA-Literacy.W.7.2a 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 (ex. headings), graphics (ex. charts, tables), and multimedia when useful to aiding comprehension.

Learning Target #1: Introduce a topic clearly previewing what is to follow; organize ideas, concepts, and information following a specific text structure and using multiple strategies.

I am able to introduce a topic for an informational/explanatory piece of writing and clearly preview what is to follow in the remainder of the piece.

I am able to use multiple strategies to organize information for an informational/explanatory piece of writing. This means using strategies such as definitions, classification, text structures, etc.

I am able to use informational text introduce a topic for an informational/explanatory piece of writing.

Learning Target #2: Use formatting, graphics and multimedia to aid comprehension.

I am able to use formatting, such as headings, subheadings, bold, italics, captions, columns, bullets, glossary, index, etc. to write an informational/explanatory piece.

I am able to use graphics, such as charts, tables, graphs, diagrams, illustrations, etc. to write an informational/explanatory piece.

I am able to use multimedia to write an informational/explanatory piece. This means I can use audio and visual tools to make my message clear.

CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Learning Target #1: Develop the topic with facts, definitions, details, quotations, or other information and examples.

I am able to write an informational/explanatory piece using facts, definitions, details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to clarify the relationships among ideas and concepts.

Learning Target #1: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

I am able to use appropriate transitions to connect ideas and concepts when writing an informational/explanatory piece.

CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

Learning Target #1: Use precise language and domain-specific vocabulary to inform about or explain the topic.

I am able to use precise language and content vocabulary to write an informational/explanatory piece.

CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style.

Learning Target #1: Establish and maintain a formal style.

I am able to use the appropriate voice when writing informational/explanatory text.

CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from the information or explanation presented.

Learning Target #1: Provide a concluding statement or section that follows from the information or explanation presented.

I am able to write a concluding statement or section to wrap-up my informational/explanatory writing.

CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Learning Target #1: Write narratives to develop real or imagined experiences or events using effective organization.

I am able to write a narrative using an effective organizational structure. This means including a good hook, good flow in between, and closure for the reader.

Learning Target #2: Write narratives using descriptive details.

I am able to write a narrative using descriptive details (authors craft) in the appropriate places.

CCSS.ELA-Literacy.W.7.3a 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.

Learning Target #1: Engage and orient the reader by establishing context and point of view.

I am able to grab my readers attention and provide a purpose for writing a narrative.

I am able to clearly create and adhere to a specific point of view.

Learning Target #2: Engage and orient the reader by introducing a narrator and/or characters when writing a narrative.

I am able to grab my readers attention and introduce a narrator and/or characters when writing a narrative.

Learning Target #3 Engage and orient the reader by organizing event sequence that unfolds naturally and logically.

I am able to grab my readers attention using organizing events in a natural and logical fashion when writing a narrative.

CCSS.ELA-Literacy.W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Learning Target #1: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

I am able to use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. This means using intentional writers craft: Ba Da Bing, etc.

CCSS.ELA-Literacy.W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Learning Target #1: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

I am able to use a variety of transitions words to help ideas flow from one idea to the next when writing narrative text.

CCSS.ELA-Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Learning Target #1: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events when writing a narrative piece.

I am able to use precise words and phrases to capture the action and convey experiences and events when writing a narrative piece.

I am able to use descriptive details to capture the action and convey experiences and events when writing a narrative piece.

I am able to use sensory language to capture the action and convey experiences and events when writing a narrative piece.

CCSS.ELA-Literacy.W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

Learning Target #1: Write a conclusion for a narrative that follows from and reflects on the narrated experiences or events.

I am able to write a conclusion for a narrative text.

CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

Learning Target #1: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I am able to generate writing appropriate to the task, audience, and purpose.

CCSS.ELA-Literacy.W.7.5 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. (Editing for conventions should demonstrate command of Language standards 13 up to and including grade 6 here.)

Learning Target #1: 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.

I am able to use teacher and/or peer feedback to improve my writing. This means planning, revising, editing, rewriting, or trying a new approach.

I am able to clearly express my purpose in a way that is appropriate to the audience.

CCSS.ELA-Literacy.W.7.6 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.

Learning Target #1: 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.

I am able to use technology to produce and publish writing.

I am able to link to and cite sources using technology.

Learning Target #2: Use technology to collaborate with others when writing.

I am able to use technology to collaborate with others when writing.

CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Learning Target #1: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

I am able to conduct a short research project to answer a question.

I am able to use several sources to conduct a short research project.

I am able to add additional questions for further research.

CCSS.ELA-Literacy.W.7.8 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 data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Learning Target #1: Gather the relevant information from multiple print and digital sources using search terms effectively while assessing the credibility of each source.

I am able to gather information from multiple sources and determine the trustworthiness of each.

Learning Target #2: Quote or paraphrase the data and conclusions of others while avoiding plagiarism.

I am able to use quotes and/or paraphrase the data and conclusions of others while avoiding plagiarism.

Learning Target #3: Follow a standard format for citation.

I am able to use a structured format for citing sources.

CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target #1: Draw evidence from literary or informational texts to support analysis, reflection, and research.

I am able to use quotes or examples from the text to support my literary or informational writing.

CCSS.ELA-Literacy.W.7.9a Apply grade 7 Reading standards to literature (ex. 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.)

Learning Target #1: 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.

I am able to compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period.

CCSS.ELA-Literacy.W.7.9b Apply grade 7 Reading standards to literary nonfiction (ex. 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.

Learning Target #1: Trace and evaluate the argument and specific claims in a text.

I am able to write a claim.

I am able to support my written claims with relevant reasons and sufficient evidence.

CCSS.ELA-Literacy.W.7.10 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.

Learning Target #1: Write routinely over longer and shorter time frames for different topics, audiences, and purposes.

I am able to write over longer time frames for different topics, audiences, and purposes.

I am able to write over shorter time frames for different topics, audiences, and purposes.

CCSS.ELA SL.7.1 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

Speaking and Listening Standards

expressing their own clearly.

Learning Target #1: Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.

I am able to participate in one-on-one, group, and teacher led discussions.

CCSS.ELA SL.7.1 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.

Learning Target #1: Come to discussions prepared, having read or researched material under study.

I am able to read and/or research independently and contribute to class discussions.

Learning Target #2: Explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

I am able to find evidence in text that contributes to the class discussion.

CCSS.ELA SL.7.1 b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Learning Target #1: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

I am able to follow deadlines, track progress toward goals, and understand my role on specific tasks.

CCSS.ELA SL.7.1 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.

Learning Target #1: Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic.

I am able to ask questions specific to a topic and offer comments based on my observations and ideas about the topic.

CCSS.ELA SL.7.1 d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Learning Target #1: Acknowledge new information expressed by others and modify their views.

I am able to change my views based on new information gathered from others.

CCSS.ELA SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (ex. visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Learning Target #1: Analyze the main ideas and supporting details presented in diverse media and formats.

I am able to analyze the main ideas and supporting details in different media and formats.

Learning Target #2: Explain how the ideas clarify a topic, text, or issue under study.

I am able to explain how the ideas clarify a topic, text, or issue.

CCSS.ELA SL.7.3 Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Learning Target #1: Delineate a speakers argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

I am able to explain a speakers argument and claims while analyzing the relevance and sufficiency of the evidence.

CCSS.ELA SL.7.4 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.

Learning Target #1: Present claims and findings, emphasizing important points in a focused, coherent manner with relevant descriptions, facts, details, and examples.

I am able to present claims and findings while stressing important points in a focused, clear manner with relevant descriptions, facts, details, and examples.

Learning Target #2: Use appropriate eye contact, adequate volume, and clear pronunciation.

I am able to use appropriate eye contact, adequate volume, and clear pronunciation when presenting.

CCSS.ELA SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Learning Target #1: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

I am able to use multimedia and visual displays in presentations to clarify claims and findings and stress important points.

CCSS.ELA SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

Learning Target #1: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I am able to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

CCSS.ELA L.7.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Language Standards

Learning Target #1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

I can write and speak using standard grammar.

I am able to demonstrate proper usage of the eight parts of speech in writing and speaking.

CCSS.ELA. L.7.1.a. Explain the function of phrases and clauses in general and their functions in specific sentences.

Learning Target #1: Explain the function of phrases and clauses in general and their functions in specific sentences.

I am able to define phrases and clauses.

I am able to explain the functions of phrases and clauses in sentences.

CCSS.ELA.L.7.1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Learning Target #1: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

I am able to recognize, identify, and properly use simple, compound, complex, and compound-complex sentences.

CCSS.ELA.L.7.1.c. Place phrases and clauses within a sentence recognizing and correcting misplaced and dangling modifiers.

Learning Target #1: Place phrases and clauses within a sentence, and recognize and correct misplaced and dangling modifiers.

I am able to use phrases and clauses.

I am able to recognize and correct misplaced and dangling modifiers.

CCSS.ELA L.7.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Learning Target #1: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

I am able to use capitalization and punctuation correctly.

I am able to spell correctly when writing.

CCSS.ELA.L.7.2.a. Use a comma to separate coordinate adjectives (ex. It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Learning Target #1: Use a comma to separate coordinate adjectives.

I am able to use a comma to separate coordinate adjectives correctly.

CCSS.ELA.7.2.b. Spell correctly.

Learning Target #1: Spell correctly.

I am able to spell correctly.

CCSS.ELA. L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Learning Target #1: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

I am able to use proper conventions.

CCSS.ELA.L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Learning Target #1: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

I am able to choose precise words and recognize and eliminate wordiness.

CCSS.ELA L.7.4 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.

Learning Target #1: 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.

I am able to determine the meaning of unknown words and phrases by using multiple strategies.

CCSS.ELA.L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase.

Learning Target #1: Use context as a clue to the meaning of a word or phrase.

I am able to use context clues to determine the meaning of a word or phrase.

CCSS.ELA.L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Learning Target #1: Use Greek or Latin affixes and roots as clues to the meaning of a word.

I am able to use Greek or Latin roots to determine the meaning of a word.

CCSS.ELA.L.7.4.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.

Learning Target #1: Consult both print and digital resource materials to find a pronunciation, meaning, or part of speech of an unknown word.

I am able to develop the skills to use print and digital reference tools when necessary.

CCSS.ELA.L.7.4.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).

Learning Target #1: Verify the preliminary determination of the meaning of a word or phrase.

I am able to determine if my original prediction was correct.

CCSS.ELA L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Target #1: Demonstrate understanding of figurative language, word relationships, and nuances (subtle differences) in word meanings.

I am able to use figurative language and understand the relationships between words.

CCSS.ELA.L.7.5.a: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Learning Target #1: Interpret figures of speech.

I am able to interpret figurative language.

Similes (have like or as)

Metaphors (is)

Personification (giving objects or animals human characteristics)

Idioms (does not have a literal meaning ex. Raining cats and dogs)

Alliteration (using the same letter sound repeatedly)

Onomatopoeia (imitation of sounds in words)

Allusions (making an indirect reference to something ex. Things arent going so well as allusion to having bad grades)

CCSS.ELA.L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

Learning Target #1: Use the relationship between particular words to better understand them.

I am able to use synonyms, antonyms, analogies, etc. properly.

CCSS.ELA.L.7.5.c Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Learning Target #1: Distinguish among the connotations of words with similar denotations.

I am able to identify the subtle differences between words.

CCSS.ELA L.7.6 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.

Learning Target #1: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

I am able to use grade appropriate vocabulary correctly.

Learning Target #2: Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I am able to use resources to understand vocabulary.