New York State Standards for Language Arts: Grade 7

NY.1. Reading: Students will read, write, listen, and speak for information and understanding.

1.1. Locate and use school and public library resources to acquire information

1.2. Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer

1.3. Preview informational texts, with guidance, to assess content and organization and select texts useful for the task

1.4. Use indexes to locate information and glossaries to define terms

1.5. Use knowledge of structure, content, and vocabulary to understand informational text

1.6. Distinguish between relevant and irrelevant information

1.7. Identify missing, conflicting, and/or unclear information

1.8. Formulate questions to be answered by reading informational text, with assistance

1.9. Compare and contrast information from a variety of different sources

1.10. Condense, combine, or categorize new information from one or more sources

1.11. Draw conclusions and make inferences on the basis of explicit and implied information

1.12. Make, confirm, or revise predictions

NY.2. Reading: Students will read, write, listen, and speak for literary response and expression.

2.1. Recognize that one text may generate multiple interpretations

2.2. Interpret characters, plot, setting, and theme, using evidence from the text

2.3. Identify the author's point of view, such as first-person narrator and omniscient narrator

2.4. Recognize recurring themes in a variety of literary works

2.5. Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author's message or intent

2.6. Recognize how the author's use of language creates images or feelings

2.7. Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry

2.8. Read silently and aloud from a variety of genres, authors, and themes

2.9. Identify questions of personal importance and interest, and list works of literature that addresses them

2.10. Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives

2.11. Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text

2.12. Compare a film, video, or stage version of a literary work with the written version

NY.3. Reading: Students will read, write, listen, and speak for critical analysis and evaluation.

3.1. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify conflicting information

3.2. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to consider the background and qualifications of the writer

3.3. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to evaluate examples, details, or reasons used to support ideas

3.4. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify propaganda, with assistance

3.5. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify techniques used to persuade, such as emotional and ethical appeals, with assistance

3.6. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify differing points of view in texts and presentations

3.7. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify cultural and ethnic values and their impact on content

3.8. Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify multiple levels of meaning

3.9. Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance

3.10. Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues

NY.4. Reading: Students will read, write, listen, and speak for social interaction.

4.1. Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups

4.2. Consider the age, gender, social position, and cultural traditions of the writer

4.3. Recognize conversational tone in social communication

4.4. Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication

2.13. Write interpretive and responsive essays of approximately three pages to draw conclusions and provide reasons for the conclusions

2.14. Write interpretive and responsive essays of approximately three pages to compare and contrast characters, setting, mood, and voice in more than one literary text or performance

2.15. Write interpretive and responsive essays of approximately three pages to make connections between literary text and personal experience or knowledge

2.16. Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing

4.5. Identify the social communication techniques of published writers

4.6. Maintain a portfolio that includes writing for social communication

4.7. Use the conventions of email