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Grade 7 Language Arts

41 curriculum outcomes with explicit teaching progressions

Select a record to inspect its progression

Reading Literature · CCSS.ELA-LITERACY.RL.7.1

Cite several pieces of textual evidence

Independently cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can cite several pieces of textual evidence to support what a text says explicitly.
  2. 2I can cite several pieces of textual evidence to support an inference drawn from the text.
  3. 3I can evaluate whether the several pieces of evidence cited together strongly support the analysis.
Reading Literature · CCSS.ELA-LITERACY.RL.7.2

Analyze theme development and summarize objectively

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine a theme or central idea of a text.
  2. 2I can analyze how the theme or central idea develops over the course of the text.
  3. 3I can write an objective summary of the text distinct from personal opinion.
Reading Literature · CCSS.ELA-LITERACY.RL.7.3

Analyze how story elements interact

Independently analyze how particular elements of a story or drama interact, such as how setting shapes the characters or plot. across representations and contexts.

Component progression

  1. 1I can identify two story elements, such as setting and character, to analyze together.
  2. 2I can analyze how one story element, such as setting, shapes another, such as character or plot.
  3. 3I can explain the interaction between story elements using specific evidence from the text.
Reading Literature · CCSS.ELA-LITERACY.RL.7.4

Analyze the impact of sound repetition in poetry and prose

Independently 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 on a specific verse or stanza of a poem or section of a story or drama. across representations and contexts.

Component progression

  1. 1I can determine the figurative or connotative meaning of a word or phrase as used in a text.
  2. 2I can identify an instance of rhyme or repeated sound in a poem, story, or drama.
  3. 3I can analyze the impact of identified rhyme or sound repetition on a specific verse, stanza, or section.
Reading Literature · CCSS.ELA-LITERACY.RL.7.5

Analyze how form or structure contributes to meaning

Independently analyze how a drama's or poem's form or structure, such as a soliloquy or sonnet, contributes to its meaning. across representations and contexts.

Component progression

  1. 1I can identify the specific form or structure, such as a soliloquy or sonnet, used in a drama or poem.
  2. 2I can describe the defining features of the identified form or structure.
  3. 3I can analyze how the identified form or structure contributes to the text's meaning.
Reading Literature · CCSS.ELA-LITERACY.RL.7.6

Analyze how an author develops and contrasts points of view

Independently analyze how an author develops and contrasts the points of view of different characters or narrators in a text. across representations and contexts.

Component progression

  1. 1I can identify the differing points of view of two characters or narrators in a text.
  2. 2I can analyze the specific techniques the author uses to develop each point of view.
  3. 3I can analyze how the author contrasts the two points of view within the text.
Reading Literature · CCSS.ELA-LITERACY.RL.7.7

Compare a text to its audio, filmed, or staged version

Independently 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, such as lighting, sound, color, or camera focus and angles in a film. across representations and contexts.

Component progression

  1. 1I can identify a technique, such as lighting or camera angle, unique to an audio, filmed, or staged version of a text.
  2. 2I can analyze the effect of an identified medium-specific technique on the audience's experience.
  3. 3I can compare and contrast the written text's effect to the effect created by its adapted version.
Reading Literature · CCSS.ELA-LITERACY.RL.7.9

Compare fictional portrayal and historical account

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify how a fictional text portrays a specific time, place, or character.
  2. 2I can identify a historical account describing the same time, place, or character.
  3. 3I can compare the fictional and historical portrayals to understand how the fiction author used or altered history.
Reading Literature · CCSS.ELA-LITERACY.RL.7.10

Read and comprehend grade 6-8 literature with scaffolding at the high end

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a story or drama in the grades 6-8 text complexity band with understanding.
  2. 2I can read a poem in the grades 6-8 text complexity band with understanding.
  3. 3I can use scaffolding as needed to comprehend proficiently at the high end of the grades 6-8 text complexity band.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.1

Cite several pieces of evidence for analysis

Independently cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. across representations and contexts.

Component progression

  1. 1I can cite several pieces of textual evidence to support what an informational text says explicitly.
  2. 2I can cite several pieces of textual evidence to support an inference drawn from an informational text.
  3. 3I can evaluate whether the several pieces of evidence cited together strongly support the analysis.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.2

Determine and analyze central ideas objectively

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine two or more central ideas developed across a text.
  2. 2I can analyze how each central idea develops over the course of the text.
  3. 3I can write an objective summary of the text distinct from personal opinion.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.3

Analyze interactions between individuals, events, and ideas

Independently analyze the interactions between individuals, events, and ideas in a text, such as how ideas influence individuals or events, or how individuals influence ideas or events. across representations and contexts.

Component progression

  1. 1I can identify individuals, events, or ideas in a text whose interaction can be analyzed.
  2. 2I can analyze how an idea in the text influences an individual or event.
  3. 3I can analyze how an individual in the text influences an idea or event.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.4

Analyze word choice's impact on meaning and tone

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the figurative, connotative, or technical meaning of a word or phrase as used in a text.
  2. 2I can analyze how a specific word choice impacts the text's meaning.
  3. 3I can analyze how a specific word choice impacts the text's tone.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.5

Analyze the structure an author uses to organize a text

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify the major sections an author uses to organize a text.
  2. 2I can analyze how a major section contributes to the text as a whole.
  3. 3I can analyze how the overall structure contributes to the development of the text's ideas.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.6

Analyze how an author distinguishes their position

Independently 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. across representations and contexts.

Component progression

  1. 1I can determine the author's point of view or purpose in writing a text.
  2. 2I can identify a position held by others that the author addresses in the text.
  3. 3I can analyze how the author distinguishes their own position from the positions of others.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.7

Compare a text to its audio, video, or multimedia version

Independently compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject, such as how the delivery of a speech affects the impact of the words. across representations and contexts.

Component progression

  1. 1I can analyze how a written text portrays its subject through its specific language and details.
  2. 2I can analyze how an audio, video, or multimedia version portrays the same subject through delivery, such as how a speech is delivered aloud.
  3. 3I can compare and contrast how each medium's portrayal of the subject differs, such as how delivery affects the impact of the words.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.8

Evaluate the soundness of reasoning and sufficiency of evidence

Independently 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. across representations and contexts.

Component progression

  1. 1I can trace the overall argument and specific claims an author makes across a text.
  2. 2I can assess whether the reasoning connecting a claim to its evidence is logically sound.
  3. 3I can assess whether the evidence provided for a claim is relevant and sufficient to support it.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.9

Analyze how authors shape presentations differently

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify two authors writing about the same topic.
  2. 2I can identify which evidence each author emphasizes in their presentation.
  3. 3I can analyze how the two authors advance different interpretations of the same facts.
Reading Informational Text · CCSS.ELA-LITERACY.RI.7.10

Read and comprehend grade 6-8 literary nonfiction with scaffolding at the high end

Independently 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. across representations and contexts.

Component progression

  1. 1I can read a literary nonfiction text in the grades 6-8 text complexity band with understanding.
  2. 2I can apply appropriate reading strategies while reading a challenging literary nonfiction text.
  3. 3I can use scaffolding as needed to comprehend literary nonfiction proficiently at the high end of the grades 6-8 text complexity band.
Writing · CCSS.ELA-LITERACY.W.7.1

Write arguments acknowledging opposing claims with credible sources

Independently write arguments to support claims with clear reasons and relevant evidence, introducing claims and acknowledging alternate or opposing claims, using logical reasoning and accurate, credible sources, and demonstrating an understanding of the topic. across representations and contexts.

Component progression

  1. 1I can introduce a claim and acknowledge alternate or opposing claims relevant to the topic.
  2. 2I can support the claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic.
  3. 3I can use words, phrases, and clauses to create cohesion and clarify the relationships among claims, reasons, and evidence.
Writing · CCSS.ELA-LITERACY.W.7.2

Write informative texts with precise organization and evidence

Independently write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. across representations and contexts.

Component progression

  1. 1I can select relevant content and organize it precisely to examine a specific topic.
  2. 2I can analyze selected content to convey ideas and concepts about the topic.
  3. 3I can use appropriate evidence to support the ideas and concepts presented about the topic.
Writing · CCSS.ELA-LITERACY.W.7.3

Write narratives with effective technique and structured sequences

Independently write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. across representations and contexts.

Component progression

  1. 1I can establish a context and point of view, and introduce a narrator or characters, so the event sequence unfolds naturally and logically.
  2. 2I can use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, or characters.
  3. 3I can use precise, sensory language to capture the action and provide a conclusion that follows from and reflects on the narrated experiences or events.
Writing · CCSS.ELA-LITERACY.W.7.4

Produce writing appropriate to task, purpose, audience

Independently produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. across representations and contexts.

Component progression

  1. 1I can identify the task, purpose, and audience for a given piece of writing.
  2. 2I can choose an organization and writing style appropriate to the task, purpose, and audience.
  3. 3I can produce writing that is clear and coherent given its chosen development, organization, and style.
Writing · CCSS.ELA-LITERACY.W.7.5

Strengthen writing focusing on purpose and audience

Independently with 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. across representations and contexts.

Component progression

  1. 1I can plan and draft a piece of writing with its purpose and audience in mind, with guidance and support.
  2. 2I can revise a draft to better address its purpose and audience, with guidance and support.
  3. 3I can recognize when a piece of writing needs a substantially new approach and rewrite it accordingly, with guidance and support.
Writing · CCSS.ELA-LITERACY.W.7.6

Use technology to produce, publish, cite, and collaborate

Independently 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. across representations and contexts.

Component progression

  1. 1I can use technology, including the internet, to produce and publish a piece of writing.
  2. 2I can link to and cite sources appropriately within a digitally published piece of writing.
  3. 3I can use technology to interact and collaborate with others on a piece of writing.
Writing · CCSS.ELA-LITERACY.W.7.7

Conduct focused research generating further questions

Independently conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. across representations and contexts.

Component progression

  1. 1I can pose a clear question to guide a short research project.
  2. 2I can draw on several sources to investigate and answer the research question.
  3. 3I can generate additional related, focused questions for further research based on the findings.
Writing · CCSS.ELA-LITERACY.W.7.8

Gather sources using effective search terms and citation format

Independently 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. across representations and contexts.

Component progression

  1. 1I can use effective search terms to gather relevant information from print and digital sources.
  2. 2I can assess the credibility and accuracy of each gathered source.
  3. 3I can quote or paraphrase sources accurately, avoiding plagiarism, and cite them using a standard citation format.
Writing · CCSS.ELA-LITERACY.W.7.9

Draw evidence from literary or informational texts

Independently draw evidence from literary or informational texts to support analysis, reflection, and research. across representations and contexts.

Component progression

  1. 1I can draw specific evidence from a literary text to support an analysis or reflection.
  2. 2I can draw specific evidence from an informational text to support an analysis or reflection.
  3. 3I can use drawn text evidence to support a piece of research writing.
Writing · CCSS.ELA-LITERACY.W.7.10

Write routinely for a range of tasks and audiences

Independently 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 tasks, purposes, and audiences. across representations and contexts.

Component progression

  1. 1I can produce a piece of writing within a shorter time frame, such as a single sitting.
  2. 2I can produce a piece of writing over an extended time frame that includes research, reflection, and revision.
  3. 3I can adjust a piece of writing appropriately for its specific task, purpose, and audience.
Speaking And Listening · CCSS.ELA-LITERACY.SL.7.1

Engage in collaborative discussions

Independently 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. across representations and contexts.

Component progression

  1. 1I can come to a discussion prepared, having read or researched the material, and draw on that preparation by referring to evidence to probe and reflect on ideas.
  2. 2I can follow rules for collegial discussion, pose questions that elicit elaboration, and respond to others' questions and comments with relevant ideas that bring the discussion back on topic as needed.
  3. 3I can acknowledge new information expressed by others and, when warranted, modify your own views.
Speaking And Listening · CCSS.ELA-LITERACY.SL.7.2

Analyze main ideas and details from diverse media

Independently analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. across representations and contexts.

Component progression

  1. 1I can identify the main ideas presented in diverse media and formats.
  2. 2I can identify the supporting details that develop the main ideas.
  3. 3I can explain how the presented ideas clarify understanding of a topic, text, or issue.
Speaking And Listening · CCSS.ELA-LITERACY.SL.7.3

Evaluate a speaker's reasoning and evidence

Independently delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. across representations and contexts.

Component progression

  1. 1I can delineate the overall argument and specific claims a speaker makes.
  2. 2I can evaluate whether a speaker's reasoning connecting claims to evidence is sound.
  3. 3I can evaluate whether a speaker's evidence is relevant and sufficient to support their claims.
Speaking And Listening · CCSS.ELA-LITERACY.SL.7.4

Present claims emphasizing salient points coherently

Independently 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. across representations and contexts.

Component progression

  1. 1I can identify the most salient points of claims and findings to emphasize in a presentation.
  2. 2I can present claims and findings in a focused, coherent manner using pertinent details and examples.
  3. 3I can deliver a presentation using appropriate eye contact, adequate volume, and clear pronunciation.
Speaking And Listening · CCSS.ELA-LITERACY.SL.7.5

Include multimedia to clarify claims and emphasize points

Independently include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. across representations and contexts.

Component progression

  1. 1I can select multimedia components or visual displays appropriate to the claims and findings being presented.
  2. 2I can add selected multimedia components to a presentation to clarify its claims and findings.
  3. 3I can use a multimedia component or visual display to emphasize a presentation's salient points.
Speaking And Listening · CCSS.ELA-LITERACY.SL.7.6

Adapt speech demonstrating command of formal English

Independently adapt speech to a variety of contexts and tasks, demonstrating command of formal english when indicated or appropriate. across representations and contexts.

Component progression

  1. 1I can identify a speaking situation that indicates or calls for formal english.
  2. 2I can demonstrate command of formal english when speaking in an appropriate context.
  3. 3I can adapt one's speech appropriately across a variety of contexts and tasks.
Language · CCSS.ELA-LITERACY.L.7.1

Use Grade 7 grammar and usage

Independently demonstrate command of the conventions of standard english grammar and usage when writing or speaking, including explaining the function of phrases and clauses, choosing among simple, compound, complex, and compound-complex sentences, and placing phrases and clauses correctly within a sentence. across representations and contexts.

Component progression

  1. 1I can explain the function of a phrase or clause within a sentence.
  2. 2I can choose among simple, compound, complex, and compound-complex sentences appropriately.
  3. 3I can place a phrase or clause correctly within a sentence to avoid a misplaced or dangling modifier.
Language · CCSS.ELA-LITERACY.L.7.2

Use Grade 7 capitalization, punctuation, and spelling

Independently demonstrate command of the conventions of standard english capitalization, punctuation, and spelling when writing, including using a comma to separate coordinate adjectives. across representations and contexts.

Component progression

  1. 1I can identify whether two adjectives modifying the same noun are coordinate (independent) or not.
  2. 2I can use a comma correctly to separate coordinate adjectives.
  3. 3I can spell grade-appropriate words correctly, consulting references as needed.
Language · CCSS.ELA-LITERACY.L.7.3

Choose language that expresses ideas precisely and concisely

Independently use knowledge of language and its conventions when writing, speaking, reading, or listening, including choosing language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. across representations and contexts.

Component progression

  1. 1I can choose language that expresses an idea precisely rather than vaguely.
  2. 2I can recognize wordy or redundant language within a piece of writing.
  3. 3I can revise a sentence or passage to eliminate wordiness and redundancy while preserving meaning.
Language · CCSS.ELA-LITERACY.L.7.4

Determine meanings using context, morphology, and references

Independently 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, including using common, grade-appropriate greek or latin affixes and roots as clues. across representations and contexts.

Component progression

  1. 1I can use context clues to determine the meaning of an unfamiliar word.
  2. 2I can use knowledge of greek and latin roots and affixes to determine the meaning of an unfamiliar word.
  3. 3I can use a dictionary or other reference material to verify or clarify a word's precise meaning.
Language · CCSS.ELA-LITERACY.L.7.5

Interpret figures of speech and word relationships

Independently demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including interpreting figures of speech in context and using the relationship between particular words to better understand each of the words. across representations and contexts.

Component progression

  1. 1I can interpret the meaning of a figure of speech as it is used in a specific text context.
  2. 2I can use the relationship between two words to better understand each word's meaning.
  3. 3I can analyze a subtle nuance in meaning between two closely related words.
Language · CCSS.ELA-LITERACY.L.7.6

Acquire vocabulary important to comprehension

Independently 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. across representations and contexts.

Component progression

  1. 1I can acquire and use a general academic word or phrase accurately in speaking or writing.
  2. 2I can acquire and use a domain-specific word or phrase accurately, relevant to a specific topic.
  3. 3I can identify a word or phrase important to comprehending a text and gather knowledge of its meaning and use.
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