Common Planner
K–12 Standards

Grade 7

Other Oregon School Library sets

INFORMATION LITERACY: Use strategies for locating, selecting, organizing, understanding, evaluating, using, and producing information, within physical and digital information environments

  • Standard 1 

    Use skills, resources, and tools to inquire, think critically, and gain knowledge

    1. A

      Follow an inquiry-based process to seek knowledgeLIB 1.1.A

      1. 7.

        With support, follow an inquiry process selecting from among prescribed frameworksLIB 1.1.A.7

    2. B

      Apply prior knowledge to new learningLIB 1.1.B

      1. 7.

        With support, evaluate accuracy of prior knowledge and use prior knowledge to inform next steps for researchLIB 1.1.B.7

    3. C

      Develop, select, clarify, and use questions to search for informationLIB 1.1.C

      1. 7.

        With support, generate researchable questions and evaluate them for validity and purpose.LIB 1.1.C.7

    4. D

      Develop, select, clarify, and use strategies to search for informationLIB 1.1.D

      1. 7.

        With guidance, and support, use advanced search strategies and limiters to expand, refine, and assess search results.LIB 1.1.D.7

    5. E

      Find, evaluate, and select appropriate sources to answer questionsLIB 1.1.E

      1. 7.

        With support, identify, select, and use sources related to research task, and use criteria to evaluate for timeliness, relevance, accuracy, authority, and purposeLIB 1.1.E.7

    6. F

      Select and use tools within sources to access contentLIB 1.1.F

      1. 7.

        With guidance and support, use advanced navigational tools to access content found in a variety of sourcesLIB 1.1.F.7

    7. G

      Evaluate information for accuracy, validity, importance, and biasLIB 1.1.G

      1. 7.

        With support, evaluate information for accuracy, validity, importance, and biasLIB 1.1.G.7

    8. H

      Read, view, and listen to information in a variety of formatsLIB 1.1.H

      1. 7.

        With support, identify the usefulness of reading, listening to, and viewing information in a variety of formatsLIB 1.1.H.7

    9. I

      Collaborate to broaden and deepen understandingLIB 1.1.I

      1. 7.

        With prompting, guidance, and support, collaborate within digital and physical environments for a variety of purposesLIB 1.1.I.7

    10. J

      Assess the effectiveness of questions, strategies, and processes used in research to find informationLIB 1.1.J

      1. 7.

        With support, ask relevant, answerable questions to guide research; evaluate questions and research strategies for effectiveness and refine as neededLIB 1.1.J.7

  • Standard 2 

    Use skills, resources, and tools to draw conclusions, make informed decisions, create new knowledge and apply knowledge to new situations

    1. A

      Analyze and evaluate information to draw conclusionsLIB 1.2.A

      1. 7.

        With support, draw conclusions using main ideas and supporting details across multiple sourcesLIB 1.2.A.7

    2. B

      Analyze and evaluate information to make informed decisionsLIB 1.2.B

      1. 7.

        With support, evaluate information considering elements such as bias, credibility, reliability, relevance to make informed decisionsLIB 1.2.B.7

    3. C

      Analyze, organize, and synthesize information using a variety of toolsLIB 1.2.C

      1. 7.

        With guidance and support, evaluate a variety of tools for organizing, analyzing, and systhesizing information and select tool(s) relevant to the need/purposeLIB 1.2.C.7

    4. D

      Use information to answer questions and inspire further investigationLIB 1.2.D

      1. 7.

        With prompting, guidance, and support, provide well-developed answers (e.g., detailed, quantifiable, evidential, reliable, cited) to complex questions using varied and multiple sourcesLIB 1.2.D.7

    5. E

      Use information to solve real-world problems and inspire further investigationLIB 1.2.E

      1. 7.

        With support, use credible information to identify real-world problems, generate possible solutions, and explore questions that arise from the investigationLIB 1.2.E.7

    6. F

      Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problemsLIB 1.2.F

      1. 7.

        With prompting, guidance, and support, collaborate within digital and physical environments for a variety of needs/purposesLIB 1.2.F.7

    7. G

      Reach and defend informed conclusions based on best evidenceLIB 1.2.G

      1. 7.

        With support, use evidence to defend an informed conclusionLIB 1.2.G.7

    8. H

      Evaluate the effectiveness of the skills and tools used to create new knowledgeLIB 1.2.H

      1. 7.

        With guidance and support, select and reflect on the effectiveness of skills and tools used to create new knowledgeLIB 1.2.H.7

  • Standard 3 

    Use skills, resources, and tools to create and share work that expresses and demonstrates new understandings

    1. A

      Analyze delivery formats for sharing understandingLIB 1.3.A

      1. 7.

        With guidance and support, analyze, select, and justify a delivery format to create and share work based on purpose and audienceLIB 1.3.A.7

    2. B

      Use appropriate tools to create and share new workLIB 1.3.B

      1. 7.

        With guidance and support, select and justify appropriate tools to create and share work based on purpose and audienceLIB 1.3.B.7

    3. C

      Collaborate with others to create original products and share new understandingLIB 1.3.C

      1. 7.

        With prompting, guidance, and support, collaborate within digital and physical environments for a variety of needs/purposesLIB 1.3.C.7

    4. D

      Reflect on a product's effectiveness in expressing and demonstrating new understandingsLIB 1.3.D

      1. 7.

        With prompting, guidance, and support, reflect on the effectiveness of a product's expression of new understandings, evaluating both the product and the creation processLIB 1.3.D.7

READING ENGAGEMENT: Read to pursue lifelong intellectual, personal, and emotional growth

  • Standard 1 

    Develop an appreciation for reading

    1. A

      Read, listen to, and view a variety of genres and formatsLIB 2.1.A

      1. 7.

        With support, select and read from a variety of genres and formats and identify their characteristicsLIB 2.1.A.7

    2. B

      Identify, reflect upon and respond to works which exemplify the human experienceLIB 2.1.B

      1. 7.

        With support, identify and reflect upon how personal experiences and perspectives are reflected in universal theme(s), and exemplify the human experienceLIB 2.1.B.7

    3. C

      Read to answer questions, make decisions, or solve problemsLIB 2.1.C

      1. 7.

        With support, expand and cultivate reading selections to explore personal interests, to make decisions, and solve problemsLIB 2.1.C.7

    4. D

      Explore text to text, text to self, and text to world connectionsLIB 2.1.D

      1. 7.

        With support, select and read a wide range of texts, describe similarities and differences among texts, between text to self, and between text to worldLIB 2.1.D.7

    5. E

      Appreciate and evaluate author's craft and use of literary devicesLIB 2.1.E

      1. 7.

        With support, read a wide variety of texts and explain the features of author’s craft and use of literary devicesLIB 2.1.E.7

    6. F

      Read to seek multiple diverse and inclusive perspectivesLIB 2.1.F

      1. 7.

        With guidance and support, read a variety of fiction and nonfiction to identify diverse perspectives, cultural influences, and global issues, and discuss how they impact personal perspectivesLIB 2.1.F.7

  • Standard 2 

    Comprehend, interpret and evaluate informational and fictional text

    1. A

      Read, listen to, view, and integrate information to build background knowledgeLIB 2.2.A

      1. 7.

        With guidance and support, interact with a variety of sources to examine and build background knowledgeLIB 2.2.A.7

    2. B

      Demonstrate reading for meaning by finding the main and supporting detailsLIB 2.2.B

      1. 7.

        With support, identify and summarize main ideas, supporting details, relevant information, and contextual clues to demonstrate reading for meaningLIB 2.2.B.7

    3. C

      Demonstrate reading for meaning by evaluating evidence, drawing conclusions, and forming opinionsLIB 2.2.C

      1. 7.

        With support, evaluate evidence used when drawing conclusions and forming opinionsLIB 2.2.C.7

    4. D

      Read to understand history, current events, and to make personal decisionsLIB 2.2.D

      1. 7.

        With support, demonstrate an understanding that reading broadly deepens knowledge of history and current events, and informs personal decisionsLIB 2.2.D.7

    5. E

      Evaluate text for author's purposeLIB 2.2.E

      1. 7.

        With guidance, and support, identify author’s purpose, and demonstrate an understanding that an author's purpose can influence thinkingLIB 2.2.E.7

  • Standard 3 

    Build reading skills and behaviors for lifelong learning

    1. A

      Apply reading strategies across the content areasLIB 2.3.A

      1. 7.

        With support, use a wide variety of text features, characteristic to, or specific of, different content areas, to increase reading comprehensionLIB 2.3.A.7

    2. B

      Contribute to a reading and learning communityLIB 2.3.B

      1. 7.

        With guidance and support, participate in a multiple types of reading and learning communities, using that community's rules and protocolsLIB 2.3.B.7

    3. C

      Self-select reading materials from a variety of genres and formatsLIB 2.3.C

      1. 7.

        With guidance and support, use selection tools to find and read from a variety of genres and formats, to broaden and enrich reading experienceLIB 2.3.C.7

    4. D

      Make personal and global connections to the real world when reading a variety of textsLIB 2.3.D

      1. 7.

        With support, read or listen to text and use strategies and patterns of thinking to make personal connections to self, to others, and to the worldLIB 2.3.D.7

    5. E

      Demonstrate resiliency, perseverance, and stamina when reading a variety of textsLIB 2.3.E

      1. 7.

        With support, identify and strengthen the habits and techniques that build personal reading resiliency, perserverance, and staminaLIB 2.3.E.7

SOCIAL RESPONSIBILITY: Share knowledge and participate ethically and productively as members of a democratic society

  • Standard 1 

    Practice ethical behavior to share knowledge

    1. A

      Use appropriate language when communicating with othersLIB 3.1.A

      1. 7.

        With support, consider audience and environment, identify purpose of communication, presentation style and how it may be perceived when communicating with othersLIB 3.1.A.7

    2. B

      Participate in and advocate for safe and ethical communicationLIB 3.1.B

      1. 7.

        With support, practice safe and ethical communication, and demonstrate an understanding of digital citizenship and the responsibility of online behaviorsLIB 3.1.B.7

    3. C

      Practice accuracy and consider bias when sharing informationLIB 3.1.C

      1. 7.

        With prompting, guidance, and support, share and represent accurate information and identify the impact of sharing biased information, and question the value of sharing.LIB 3.1.C.7

  • Standard 2 

    Practice ethical behavior when using print and digital resources

    1. A

      Use a variety of authoritative sources, considering multiple perspectives and points of viewLIB 3.2.A

      1. 7.

        With guidance and support, identify, locate, and use a variety of authoritative sources with multiple perspectives to answer a question or explore a topic.LIB 3.2.A.7

    2. B

      Generate accurate source citationsLIB 3.2.B

      1. 7.

        With support, identify components of citations for a variety of formats, and use a citation generator to create a bibliographyLIB 3.2.B.7

    3. C

      Avoid plagiarism when gathering, presenting, or publishing informationLIB 3.2.C

      1. 7.

        With support, define intellectual property and plagiarism, and use strategies to avoid presenting another's work/ideas as one's ownLIB 3.2.C.7

    4. D

      Respect the intellectual property of others and copyright law when gathering, presenting, or publishing informationLIB 3.2.D

      1. 7.

        With support, demonstrate an understanding that intellectual property refers to ownership of a creation or idea, that creators have rights to protect their work, and copyright laws exist to protect those rights and define parameters for which the work may be usedLIB 3.2.D.7

  • Standard 3 

    Participate collaboratively, respectfully and productively as a member of a democratic society

    1. A

      Collaborate as members of a social and intellectual communityLIB 3.3.A

      1. 7.

        With support, collaborate within social and intellectual communities, online and face-to-face, and demonstrate an understanding of their similarities and differencesLIB 3.3.A.7

    2. B

      Advocate for intellectual freedom and uphold the rights of othersLIB 3.3.B

      1. 7.

        With support, demonstrate an understanding that the principle of intellectual freedom is a protected right and is governed by policies which uphold the rights of othersLIB 3.3.B.7

    3. C

      Demonstrate responsible citizenship in use of materials and resourcesLIB 3.3.C

      1. 7.

        With support, develop dispositions of a responsible citizen, and use policies and practices that govern the use of materials and resourcesLIB 3.3.C.7

Frequently asked questions

What grade levels do these standards cover?
Grade 7
Where can I read the official document?
K-14 LEARNING GOALS UPDATED 12/2023

Keep exploring

Keep exploring School Library standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.