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K–12 Standards

Grade 7

Other Texas English Language Arts and Reading sets

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.7.1

  • A

    listen actively to interpret a message and ask clarifying questions that build on others' ideas7.1A

  • B

    follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems7.1B

  • C

    present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively7.1C

  • D

    engage in meaningful discourse and provide and accept constructive feedback from others7.1D

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.7.2

  • A

    use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech7.2A

  • B

    use context such as contrast or cause and effect to clarify the meaning of words7.2B

  • C

    determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent7.2C

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.7.3

  • 3

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.7.3

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.7.4

  • 4

    Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.7.4

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.7.5

  • A

    establish purpose for reading assigned and self-selected texts7.5A

  • B

    generate questions about text before, during, and after reading to deepen understanding and gain information7.5B

  • C

    make and correct or confirm predictions using text features, characteristics of genre, and structures7.5C

  • D

    create mental images to deepen understanding7.5D

  • E

    make connections to personal experiences, ideas in other texts, and society7.5E

  • F

    make inferences and use evidence to support understanding7.5F

  • G

    evaluate details read to determine key ideas7.5G

  • H

    synthesize information to create new understanding7.5H

  • I

    monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down7.5I

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed.7.6

  • A

    describe personal connections to a variety of sources, including self-selected texts7.6A

  • B

    write responses that demonstrate understanding of texts, including comparing sources within and across genres7.6B

  • C

    use text evidence to support an appropriate response7.6C

  • D

    paraphrase and summarize texts in ways that maintain meaning and logical order7.6D

  • E

    interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating7.6E

  • F

    respond using newly acquired vocabulary as appropriate7.6F

  • G

    discuss and write about the explicit or implicit meanings of text7.6G

  • H

    respond orally or in writing with appropriate register, vocabulary, tone, and voice7.6H

  • I

    reflect on and adjust responses as new evidence is presented7.6I

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.7.7

  • A

    infer multiple themes within and across texts using text evidence7.7A

  • B

    analyze how characters' qualities influence events and resolution of the conflict7.7.B

  • C

    analyze plot elements, including the use of foreshadowing and suspense, to advance the plot7.7.C

  • D

    analyze how the setting influences character and plot development7.7.D

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.7.8

  • A

    demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction7.8A

  • B

    analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms7.8B

  • C

    analyze how playwrights develop characters through dialogue and staging7.8C

  • D

    analyze characteristics and structural elements of informational text, including:7.8D

    1. i

       the controlling idea or thesis with supporting evidence7.8Di

    2. ii

      features such as references or acknowledgements7.8Dii

    3. iii

      organizational patterns that support multiple topics, categories, and subcategories7.8Diii

  • E

    analyze characteristics and structures of argumentative text by:7.8E

    1. i

       identifying the claim,7.8Ei

    2. ii

      explaining how the author uses various types of evidence and consideration of alternatives to support the argument,7.8Eii

    3. iii

      identifying the intended audience or reader7.8Eiii

  • F

    analyze characteristics of multimodal and digital texts7.8F

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.7.9

  • A

    explain the author's purpose and message within a text7.9A

  • B

    analyze how the use of text structure contributes to the author's purpose7.9B

  • C

    analyze the author's use of print and graphic features to achieve specific purposes7.9C

  • D

    describe how the author's use of figurative language such as metaphor and personification achieves specific purposes7.9D

  • E

    identify the use of literary devices, including subjective and objective point of view7.9E

  • F

    analyze how the author's use of language contributes to mood, voice, and tone7.9F

  • G

    explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations7.9G

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.7.10

  • A

    plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests7.10A

  • B

    develop drafts into a focused, structured, and coherent piece of writing by: 7.10B

    1. i

      organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion7.10Bi

    2. ii

      developing an engaging idea reflecting depth of thought with specific facts, details, and examples7.10Bii

  • C

    revise drafts for clarity, development, organization, style, word choice, and sentence variety7.10C

  • D

    edit drafts using standard English conventions, including:7.10D

    1. i

      complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments7.10Di

    2. ii

      consistent, appropriate use of verb tenses7.10Dii

    3. iii

      conjunctive adverbs7.10Diii

    4. iv

      prepositions and prepositional phrases and their influence on subject-verb agreement7.10Div

    5. v

      pronoun-antecedent agreement7.10Dv

    6. vi

      subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor7.10Dvi

    7. vii

      correct capitalization7.10Dvii

    8. viii

      punctuation, including commas to set off words, phrases, and clauses, and semicolons7.10Dviii

    9. ix

      correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too7.10Dix

  • E

    publish written work for appropriate audiences7.10E

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful7.11

  • A

    compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft7.11A

  • B

    compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft7.11B

  • C

    compose multi-paragraph argumentative texts using genre characteristics and craft7.11C

  • D

    compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure7.11D

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. 7.12

  • A

    generate student-selected and teacher-guided questions for formal and informal inquiry7.12A

  • B

    develop and revise a plan7.12B

  • C

    refine the major research question, if necessary, guided by the answers to a secondary set of questions7.12C

  • D

    identify and gather relevant information from a variety of sources7.12D

  • E

    differentiate between primary and secondary sources7.12E

  • F

    synthesize information from a variety of sources7.12F

  • G

    differentiate between paraphrasing and plagiarism when using source materials7.12G

  • H

    examine sources for: 7.12H

    1. i

      reliability, credibility, and bias, 7.12Hi

    2. ii

      faulty reasoning such as hyperbole, emotional appeals, and stereotype7.12Hii

  • I

    display academic citations and use source materials ethically7.12I

  • J

    use an appropriate mode of delivery, whether written, oral, or multimodal, to present results7.12J

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What grade levels do these standards cover?
Grade 7

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