Grade 7 ELA Michigan standards Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

Language Standards

Vocabulary Acquisition and Use

Knowledge of Language

Conventions of Standard English

College and Career Readiness Anchor Standards for Language

Presentation of Knowledge and Ideas

Comprehension and Collaboration

Speaking and Listening Standards

Presentation of Knowledge and Ideas

Comprehension and Collaboration

College and Career Readiness Anchor Standards for Speaking and Listening

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

Writing Standards

Range of Writing

Research to Build and Present Knowledge

Production and Distribution of Writing

Text Types and Purposes

College and Career Readiness Anchor Standards for Writing

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in Science and Technical Subjects 6—12

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literacy in History/Social Studies 6—12

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

(Not applicable to literature)

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

Reading Standards for Literature

Range of Reading and Level of Text Complexity

Integration of Knowledge and Ideas

Craft and Structure

Key Ideas and Details

College and Career Readiness Anchor Standards for Reading

Research and Inquiry

Students can investigate topics and present information.

Using Language

Speaking and Listening

Students can communicate for a range of purposes and audiences.

Conventions of Standard English

Writing: Text Types and Purposes

Students can produce writing for a range of purposes and audiences.

Vocabulary Acquisition and Usage

Accessing Informational Text

Accessing Narrative Text

Students can comprehend text in increasingly complex ways.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Read and comprehend complex literary and informational texts independently and proficiently.

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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.

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of phrases and clauses in general and their function in specific sentences.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

Spell correctly.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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.

Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

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

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.

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).

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

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

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

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.

Cite specific textual evidence to support analysis of primary and secondary sources.

By the end of grade 8, read and comprehend history/social studies texts in the grades 6—8 text complexity band independently and proficiently.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

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

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.

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.

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).

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.

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.

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.

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

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.

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.

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

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.

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.

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

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

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

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

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.

Cite specific textual evidence to support analysis of science and technical texts.

By the end of grade 8, read and comprehend science/technical texts in the grades 6—8 text complexity band independently and proficiently.

Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6—8 texts and topics.

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

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 expressing their own clearly.

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.

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

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.

Acknowledge new information expressed by others and, when warranted, modify their own views.

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

Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

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.

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

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Write arguments to support claims with clear reasons and relevant evidence.

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.

Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

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

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

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 (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented

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

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.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

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

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Provide a conclusion that follows from and reflects on the narrated experiences or events.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.

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.

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

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 7 Reading standards to literature (e.g., "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").

Apply grade 7 Reading standards to literary nonfiction (e.g. "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").

Write arguments focused on discipline-specific content.

Write routinely over extended time frames (time for 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.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

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

Establish and maintain a formal style.

Provide a concluding statement or section that follows from or supports the argument presented.

Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style and objective tone.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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.

Draw evidence from informational texts to support analysis, reflection, and research.

Demonstrate Standard English grammar and usage when communicating: Produce complete simple sentences when writing or communicating.

Demonstrate understanding of conventions of Standard English: Use end punctuation when writing a sentence or question.

Demonstrate understanding of conventions of Standard English: Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.

Use language to achieve desired outcomes when communicating.

Demonstrate knowledge of word meanings: Use context to determine which word is missing from a text.

Demonstrate knowledge of word meanings: Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking).

Demonstrate knowledge of word meanings: Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating.

Demonstrate understanding of word relationships and use: Identify the literal and nonliteral meanings of words in context.

Demonstrate understanding of word relationships and use: Demonstrate understanding of synonyms and antonyms.

Use general academic and domain-specific words and phrases across contexts.

The student can identify which word/words should be capitalized in a sentence (first words and proper nouns) and/or choose the correct ending punctuation (period, question mark, or exclamation point).

The student can use language to communicate effectively with peers and adults (e.g., asking and answering questions, providing more information when someone does not understand the first time, sharing information, making requests, etc.).

The student can use context as a clue to guide selection of a word or words that best completes a sentence.

The student can identify the meaning of literal or non-literal/figurative words or phrases when presented in the context of narrative or informational text.

The student can demonstrate understanding of words with the same or different meanings (synonyms and antonyms).

The student can differentiate if a sentence is a statement or a question.

The student can identify the correct use of language to communicate effectively with familiar people (e.g., sharing information, responding to greetings, being polite, and making simple requests, etc.).

The student can use cues to recognize the meaning of familiar words when paired with pictures.

The student can identify the meaning of a word or phrase used in a given context given choices of words paired with pictures/objects.

The student can identify a word with the opposite meaning as a target word that appears in a short text.

The student can identify capital letters and/or basic punctuation (periods and question marks).

The student can use language to communicate effectively with a variety of audiences and for different purposes (e.g., asking questions, sharing information, responding to greetings, using polite expressions, using appropriate body language).

The student can use context clues to determine the meaning of familiar words paired with pictures and/or objects.

The student can identify the correct word (from commonly confused words) to use in a given context.

The student can identify a word with the opposite meaning as a target word that appears in text.

Analyze text to identify where information is explicitly stated and where inferences must be drawn.

Demonstrate understanding while actively reading or listening to literary nonfiction.

Determine two or more central ideas in a text.

Determine how two individuals, events or ideas in a text are related.

Determine how words or phrases are used to persuade or inform a text.

Determine how a fact, step, or event fits into the overall structure of the text.

Determine an author’s purpose or point of view.

Compare a text to an audio, video or multimedia version of the same text.

Determine how a claim or reason fits into the overall structure of an informational text.

Compare and contrast how different texts on the same topic present the details.

The student can use details and clues from informational text to answer questions and make inferences.

The student can identify one or more central ideas in an informational text.

The student can indicate how two individuals, events, or ideas in an informational text are related.

The student can identify how an informational text has been organized by the author (e.g., problem/solution, sequence/order, compare/contrast, cause/effect, descriptive) and/or indicate how a fact, step, or event fits into the text structure.

The student can identify the author’s point of view or his/her purpose for writing an informational text.

The student can use concrete details to answer simple who, what, where, or when questions about short informational text.

The student can identify the main idea of a short informational text.

The student can identify what is the same between two individuals within a short informational text.

The student can answer simple questions regarding a variety of basic informational/functional text (e.g., awareness of daily schedule, calendars, dictionary, phone directories, etc.).

The student can identify the purpose of an informational/functional text (e.g., to tell about events, give directions, provide information) using words/phrases paired with pictures.

The student can use concrete details to answer simple questions and make predictions about a short informational text.

The student can identify one detail that relates to the main idea of a short informational text (when the main idea is provided).

The student can identify which informational text element is associated with a given text element. (Example: Under which heading does given information go in a chart?).

The student can identify a variety of informational/functional texts and/or text patterns (e.g., problem/solution, sequence/order, same/different, cause/effect, descriptive).

The student can select words/phrases that show how the author feels about the topic of an informational text or identify why the author most likely wrote it.

Analyze text to identify where information is explicitly stated and where inferences must be drawn.

Demonstrate understanding of text while actively reading or listening to stories, dramas, or poetry.

Identify events in a text that are related to the theme or central idea.

Determine how two or more story elements are related.

Determine the meaning of simple idioms and figures of speech as they are used in a text.

Compare the structure of two or more texts (e.g., stories, poems, or dramas).

Compare the points of view of two or more characters or narrators in a text.

Compare a text version of a story, drama, or poem with an audio, video, or live version of the same text.

Compare a fictional time, place, or character in one text with the same time, place, or character portrayed in a historical account.

The student can answer questions about narrative text using explicit details and clues to make inferences.

The student can identify one or more details in a narrative text that are related to the text’s theme or main idea.

The student can indicate how two or more story elements are related.

The student can use concrete details to answer simple who, what, where, or when questions about short narrative text.

The student can identify the theme or main idea of a short narrative text.

The student can identify what is the same between two characters when given a visual model to match.

The student can use concrete details to answer simple questions and make predictions about short narrative text.

The student can identify one detail that relates to the theme or main idea of a short narrative text (when the theme or main idea is provided).

The student can identify which story element is associated with a given story element.

Engage in collaborative discussions. A. Come to discussions prepared to share information. B. With guidance and support from adults and peers, follow simple, agreed-upon rules for discussions and carry out assigned roles. C. Remain on the topic of the discussion when answering questions or making other contributions to a discussion. D. Acknowledge new information expressed by others in a discussion.

Identify details related to the main idea of a text presented orally or through other media.

Determine whether the claims made by a speaker are fact or opinion.

Present findings on a topic including relevant descriptions, facts, or details.

Select or create audio recordings and visual/tactile displays to emphasize specific points in a presentation.

Communicate precisely (i.e., provide complete information) or efficiently (i.e., telegraphic communication) as required by the context, task, and communication partner.

The student can determine whether the information provided by a speaker is based on fact or opinion.

The student can select one or more details from information presented orally or through other media.

The student can distinguish whether a piece of information shared by a speaker is a fact.

Write claims about topics or texts. A. Introduce a topic or text and write one claim about it. B. Write one or more reasons to support a claim about a topic or text. C. Use temporal words (e.g., first, next, also) to create cohesion.

Write routinely for a variety of tasks, purposes, and audiences.

Write to share information supported by details: A. Introduce a topic and write to convey ideas and information about it including visual, tactual or multimedia information as appropriate. D. Select domain-specific vocabulary to use in writing about the topic.

Write to share information supported by details: Provide facts, details, or other information related to the topic.

Write about events or personal experiences: Write a narrative about a real or imagined experience, at least one character, and two or more events.

Write about events or personal experiences: Use temporal words (e.g., first, then, next) to signal order.

Write about events or personal experiences: Use words that describe feelings of people or characters in the narrative.

Produce writing that is appropriate for the task, purpose, or audience.

With guidance and support from adults and peers, plan before writing and revise own writing.

Use technology, including the Internet, to produce writing to interact and collaborate with others.

Conduct research to answer a question based on multiple sources of information.

Identify quotes providing relevant information about a topic from multiple print or digital sources.

Use information from literary and informational text to support writing. A. Apply Essential Elements of Grade 7 Reading Standards to literature (e.g., “Recognize the difference between fictional characters and nonfictional characters.”). B. Apply Essential Elements of Grade 7 Reading Standards to informational texts (e.g., “Use relevant and sufficient evidence for supporting the claims and argument.”).

The student can identify/list/organize facts, details, or other pieces of information to support a topic.

The student can write/draw/dictate about an event or personal experience, including at least one person/character and one action/happening.

The student can identify/use words to describe the feelings of people/characters in a text.

The student can select a fact, detail, or other piece of information that relates to a given topic.

The student can provide a detail (paired with a picture) about a person/character, while preparing to write/communicate about an event or personal experience.

The student can identify a word or phrase paired with a picture that describes the feelings of a person/character in a text.

The student can select facts, details, or other pieces of information that relate to a given topic.

The student can provide details about one person/character or one action/happening that occurred during an event or personal experience, while preparing to write/communicate about it.

The student can identify words or a phrase that describes the feelings of the people/characters in a text.