Grade 7 ELA B.E.S.T. Standards

Applying Foundational Reading Skills for Secondary

Demonstrate an understanding of spoken words, syllables, and sounds.

Orally produce single-syllable and multisyllabic words by accurately blending sounds.

Accurately segment single-syllable and multisyllabic words.

Know and apply phonics and word analysis skills in decoding words.

Use an array of strategies to decode single-syllable and multisyllabic words.

Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.

Know and apply phonics and word analysis skills in encoding words.

Use an array of strategies to accurately encode single-syllable and multisyllabic words.

Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.

Communicating Through Writing

Communicating Through Writing

Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.

Narrative Writing: Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language.

Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

Argumentative Writing: Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, a logical organizational structure with varied transitions, and acknowledging at least one counterclaim.

Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.

Expository Writing: Write expository texts to explain and analyze information from multiple sources, using relevant supporting details and a logical organizational pattern.

Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Improving Writing: Improve writing by planning, revising, and editing, considering feedback from adults and peers.

Communicating Orally

Communicating Orally

Present information orally, in a logical sequence, emphasizing key points that support the central idea.

Oral Presentation: Present information orally, in a logical sequence, emphasizing key points that support the central idea.

Following Conventions

Following Conventions

Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Conventions: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.

Researching

Researching

Conduct research to answer a question, drawing on multiple reliable and valid sources, and generating additional questions for further research.

Researching and Using Information: Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.

Creating and Collaborating

Creating and Collaborating

Integrate diverse digital media to build cohesion in oral or written tasks.

Multimedia: Integrate diverse digital media to build cohesion in oral or written tasks.

Use digital tools to produce and share writing.

Technology in Communication: Use digital tools to produce and share writing.

Reading Prose and Poetry

Reading Prose and Poetry

Analyze the impact of setting on character development and plot in a literary text.

Literary Elements: Analyze the impact of setting on character development and plot in a literary text.

Compare two or more themes and their development throughout a literary text.

Theme: Compare two or more themes and their development throughout a literary text.

Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.

Perspective and Point of View: Explain the influence of narrator(s), including unreliable narrator(s), and/or shifts in point of view in a literary text.

Analyze the impact of various poetic forms on meaning and style.

Poetry: Analyze the impact of various poetic forms on meaning and style.

Reading Informational Text

Reading Informational Text

Explain how individual text sections and/or features convey a purpose in texts.

Structure: Explain how individual text sections and/or features convey a purpose in texts.

Compare two or more central ideas and their development throughout a text.

Central Idea: Compare two or more central ideas and their development throughout a text.

Explain how an author establishes and achieves purpose(s) through diction and syntax.

Purpose and Perspective: Explain how an author establishes and achieves purpose(s) through diction and syntax.

Track the development of an argument, analyzing the types of reasoning used and their effectiveness.

Argument: Track the development of an argument, analyzing the types of reasoning used and their effectiveness.

Reading Across Genres

Reading Across Genres

Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s).

Interpreting Figurative Language: Analyze how figurative language contributes to tone and meaning and explain examples of allusions in text(s).

Paraphrase content from grade-level texts.

Paraphrasing and Summarizing: Paraphrase content from grade-level texts.

Compare and contrast how authors with differing perspectives address the same or related topics or themes.

Comparative Reading: Compare and contrast how authors with differing perspectives address the same or related topics or themes.

Explain the meaning and/or significance of rhetorical devices in a text.

Understanding Rhetoric: Explain the meaning and/or significance of rhetorical devices in a text.

Finding Meaning

Finding Meaning

Integrate academic vocabulary appropriate to grade level in speaking and writing.

Academic Vocabulary: Integrate academic vocabulary appropriate to grade level in speaking and writing.

Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Morphology: Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Context and Connotation: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.

Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, allusion, and idiom. Other examples can be used in instruction.

For more information on types of reasoning, see Types of Logical Reasoning.

See 7.R.3.1 and Secondary Figurative Language.

For further guidance, see the Secondary Oral Communication Rubric.

Rhetorical devices for the purposes of this benchmark are the figurative language devices from 7.R.3.1 with the addition of irony and rhetorical questioning.

See Rhetorical Devices.

Most grade-level texts are appropriate for this benchmark.

See Common Greek and Latin Roots 6-8 and Affixes.

See Writing Types.

Vocabulary

See Secondary Figurative Language.

Use semicolons to form sentences.

Skills to be mastered at this grade level are as follows:

For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

See Writing Types and Narrative Techniques.

Communication

Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Vary sentence structure.

Poetic forms used for this benchmark are sonnet and villanelle.

Appropriately use dangling modifiers.

Use verbs with attention to voice and mood.

See Secondary Figurative Language.

Skills to be implemented but not yet mastered are as follows:

While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment— being able to tell which information is relevant and which sources are trustworthy enough to include.

See Secondary Figurative Language.

Communication

Appropriately use hyphens.

Reading

Appropriately use passive and active voice.

See Context Clues and Word Relationships.

See Conventions Progression by Grade Level for more information.

Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.

Foundational Reading Intervention Standards

Multimedia elements may include, but are not limited to, drawings, pictures, artifacts, and audio or digital representation. At this grade level, students are using more than one element. The elements may be of the same type (for example, two pictures or a picture and an audio recording). The elements should relate directly to the presentation and help to unify the concepts. The elements should be smoothly integrated into the presentation.

An unreliable narrator is one who lacks credibility. Because all information is being conveyed through this untrustworthy source, readers have to use inferencing to establish what is likely to be true. Narrators can be unreliable for many reasons including purposeful dishonesty, a lack of information or background knowledge about what that information means, mental illness, or self-deception.

This benchmark focuses on the way in which diction (the author’s word choice) and syntax (the way in which an author arranges those words) work together to achieve a purpose.

K-12 ELA Expectations

To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

The term perspective means “a particular attitude toward or way of regarding something.”

Instruction in types of reasoning will include fallacies in reasoning. Fallacies that are related to content, informal fallacies, will be the focus. See Fallacies in Reasoning (Informal).

Reading

Appropriately use colons.

There is no requirement that students research the additional questions generated.

Review of words learned in this way is critical to building background knowledge and related vocabulary.

See Writing Types and Elaborative Techniques.

Vocabulary

Shifts in point of view refers to a change in the narrator’s point of view done for effect. Changes can be in degree and/or person: for example, a shift from third-person limited to third-person omniscient or from first-person limited to third-person limited.

Students should continue to work with the concept of universal themes, although mastery isn’t expected until 9th grade. A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include, but are not limited to, an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Appropriately use ellipses.

Instruction in this benchmark should focus on how the structure of each poetic form affects its meaning.

Write a personal narrative using a recognizable point of view, precise words and figurative language.

Make and support a claim using logical reasoning, relevant evidence from a source(s), elaboration and a logical organizational structure with transitions, acknowledging one counterclaim.

Write an expository text to explain information from a source(s), using relevant supporting details and a logical organizational pattern.

Improve writing by planning, revising and editing, with guidance and support as needed, considering feedback from adults and peers.

Present information in a logical sequence, emphasizing key points that support the central idea, using the student’s mode of communication with guidance and support.

Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level with guidance and support.

Use pronouns correctly with regard to case, number and a person, correcting for vague pronoun reference.

Conduct research to answer a question, drawing on reliable and valid sources and generating an additional question, with guidance and support.

Arrange one or more elements of digital media to enhance understanding in oral or written tasks with guidance and support.

Identify digital tools to produce writing.

Explain how the setting impacts the characters and the plot in a literary text.

Find the similarities between two themes and their development throughout a literary text.

Identify an unreliable narrator.

Explain how the narrators shifts in points of view change in the text.

Explain how the style of a poem affects its meaning.

Describe the purpose of a specific text section in a text.

Identify two central ideas and their development throughout a text.

Explain how the authors word choice influences the purpose of the text.

Track the development, the type of reasoning (deductive, inductive, abductive) and its effectiveness in the argument.

Explain how figurative language contributes to tone and meaning of text(s).

Retell content from grade-level texts, at the students ability level using the students mode of communication.

Compare and contrast how two authors with different perspectives view the same theme in a text with grade-level appropriate content at the student’s skill level.

Identify the meaning of irony in a text with grade level content at the students ability level.

Use grade-level academic vocabulary in communication, using the students mode of communication.

Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content at the student’s ability level with guidance and support.

Apply knowledge of context clues, figurative language, word relationships, reference materials and/or background knowledge to determine the connotative meaning of words and phrases, appropriate to grade-level content at the student’s ability level with guidance and support.

Following Conventions

Researching

Creating and Collaborating

Communicating Orally

Communication

Reading Informational Text

Reading

Reading Across Genres

Communicating Through Writing

Vocabulary

Reading Prose and Poetry

Finding Meaning

Combine word parts (blend syllables, attach affixes to root words, fingerspell, etc.) to produce words in the student’s mode of communication.

Segment single-syllable and multisyllabic words using the students mode of communication.

Decode single-syllable and multisyllabic words as appropriate to the students mode of communication.

Read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns using to the student’s mode of communication.

Encode single-syllable and multisyllabic words using the students mode of communication.

Read grade-level text at the student’s ability level with accuracy, automaticity, and prosody or expression as appropriate for the student’s mode of communication.

Applying Foundational Reading Skills for Secondary

Foundational Skills

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

English language learners communicate for social and instructional purposes within the school setting.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

Cite evidence to explain and justify reasoning.

Read and comprehend grade-level complex texts proficiently.

Make inferences to support comprehension.

Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.

Use the accepted rules governing a specific format to create quality work.

Use appropriate voice and tone when speaking or writing.