Connecticut State Standards for Language Arts: Grade 7

CT.ELA. State ELA Frameworks

ELA.1. Reading and Responding: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

1.1. Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2. Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3. Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4. Students communicate with others to create interpretations of written, oral and visual texts.

ELA.2. Exploring and Responding to Literature: Students read and respond to classical and contemporary texts from many cultures and literary periods.

2.1. Students recognize how literary devices and conventions engage the reader.

2.2. Students explore multiple responses to literature.

2.3. Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4. Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.

ELA.3. Communicating with Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

3.1. Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2. Students prepare, publish and/or present work appropriate to audience, purpose and task.

ELA.4. Applying English Language Conventions: Students apply the conventions of standard English in oral, written and visual communication.

4.1. Students use knowledge of their language and culture to improve competency in English.

4.2. Students speak and write using standard language structures and diction appropriate to audience and task.

4.3. Students use standard English for composing and revising written text.

CT.GLE. Grade Level Expectations

GLE.1. READING: Students comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.

1.5. After Reading (General Understanding): Compare and contrast universal themes, human nature, cultural and historical perspectives in multiple texts.

1.6. After Reading (General Understanding): Identify an author's use of time and sequence through the use of literary devices, e.g., foreshadow, flashbacks, dream sequences, parallel episodes, and the use of traditional and/or cultural-based organizational patterns.

1.7. After Reading (General Understanding): Identify the major actions that define the plot and how actions lead to conflict or resolution.

1.8. After Reading (Developing an Interpretation): Compare and contrast authors' and/or characters' perspectives expressed in multiple texts.

1.9. After Reading (Developing an Interpretation): Explain the similarities and differences in how an idea or concept is expressed in multiple texts.

1.10. After Reading (Developing an Interpretation): Respond to literal and inferential questions with explicit and implicit evidence from texts.

1.11. After Reading (Developing an Interpretation): Analyze the characteristics and structural elements/essential attributes in a variety of poetic forms, e.g., epic, sonnet, ballad, haiku, free verse.

1.12. After Reading (Making Reader/Text Connections): Apply information in one text to understand a similar situation or concept in another text.

1.13. After Reading (Content and Structure): Explain the author's purpose for writing a text.

1.14. After Reading (Content and Structure): Explain the author's use of voice, e.g., formal, casual, intimate, and how this influences meaning.

1.15. After Reading (Content and Structure): Explain how readers' experiences, ethics, values, assumptions and beliefs influence the interpretation of text.

1.16. After Reading (Content and Structure): Evaluate how an author's experiences, ethics, culture, heritage, ethnicity, values, assumptions and beliefs bias meaning.

1.17. After Reading (Content and Structure): Evaluate how authors, illustrators and filmmakers express political and social issues.

1.18. After Reading (Content and Structure): Evaluate ideas, themes and issues across texts.

1.19. After Reading (Content and Structure): Judge the validity of the evidence the author uses to support his/her position, e.g., is the evidence dated, biased, inaccurate, and justify the conclusion.

1.20. Reading Reflection/Behaviors: Set reading goals and create a plan to meet those goals.

1.21. Reading Reflection/Behaviors: Monitor progress toward implementing the plan, making adjustments and corrections as needed.

1.22. Reading Reflection/Behaviors: Recommend books to others and explain the reason for the recommendation.

1.23. Reading Reflection/Behaviors: Form opinions about different texts, and persuade others about a point of view.

GLE.2. ORAL LANGUAGE: Students will listen and speak to communicate ideas clearly.

GLE.3. WRITING: Students express, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations.

3.3. Writing Conventions: Capitalization / Punctuation / Usage: Use capitalization rules from previous grades.

3.4. Writing Conventions: Capitalization / Punctuation / Usage: Use capitals correctly in an outline or list.

3.5. Writing Conventions: Capitalization / Punctuation / Usage: Use consistent capitalization when formatting technical documents.

3.6. Writing Conventions: Capitalization / Punctuation / Usage: Use punctuation rules from previous grades.

3.7. Writing Conventions: Capitalization / Punctuation / Usage: Use commas to separate an interrupter, e.g., The teacher, however, was not impressed.

3.8. Writing Conventions: Capitalization / Punctuation / Usage: Use semicolons to separate groups that contain commas, e.g., The Seahawks traveled to Washington, D.C.; New York, N.Y.; and Oakland, Calif.

3.9. Writing Conventions: Capitalization / Punctuation / Usage: Use the hyphen to prevent confusion, e.g., re-elect.

3.10. Writing Conventions: Capitalization / Punctuation / Usage: Use bullets in technical writing when applicable.

3.11. Writing Conventions: Capitalization / Punctuation / Usage: Apply usage rules from previous grades.

3.12. Writing Conventions: Capitalization / Punctuation / Usage: Use adverbs vs. adjectives correctly. Correct: He ran well in the race. Incorrect: He ran good in the race.

3.13. Writing Conventions: Capitalization / Punctuation / Usage: Use comparative and superlative adjectives correctly. Correct: The ruby is harder than the emerald. The diamond is the hardest gem. Incorrect: The diamond is more harder than that ruby.

3.14. Writing Conventions: Capitalization / Punctuation / Usage: Use parallel construction of elements in a list. Parallel: The lunchroom was immaculate: napkins in their holders, pop bottles in the recycle container, and trays in place for the next day. Not parallel: The lunchroom was immaculate: napkins were put away, pop bottles in the recycle bins, and neatly stacked trays.

3.15. Writing Conventions: Capitalization / Punctuation / Usage: Cite sources according to prescribed format.

3.16. Writing Process: Plan: gathers and paraphrases information from a variety of resources, e.g., interviews, multimedia, periodicals; explains purpose and selects effective form at prewriting stage.

3.17. Writing Process: Draft: rereads text and decides to continue draft or to start a new draft.

3.18. Writing Process: Revise: revises at any stage of process; uses a variety of revision tools or strategies; evaluates feedback and justifies the choice to use feedback, e.g., I chose to change the word things because my group said it was confusing.

3.19. Writing Process: Edit: use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing.

3.20. Writing Process: Publish/Present: uses different technologies to produce, design and publish a finished product, e.g., political cartoons, brochure, stock market or consumer analysis.

3.21. Writing Process: Reflect: creates and follows a management timeline for written projects, e.g., portfolios, research papers, i-search papers.

3.22. Writing Genres, Traits and Crafts (Descriptive): Write character sketches varying methods of character development, e.g., how character looks, acts, talks, thinks.

3.23. Writing Genres, Traits and Crafts (Descriptive): Write elaborate settings varying time, place, mood, physical environment.

3.24. Writing Genres, Traits and Crafts (Narrative): Write a fictional story using various literary techniques, e.g., dialogue, humor, figurative language, first or third person, precise language, including all story elements: setting, plot, theme, character development, events, problem, solution.

3.25. Writing Genres, Traits and Crafts (Narrative): Write a suspenseful story with cliffhanger ending.

3.26. Writing Genres, Traits and Crafts (Expository): Include technical and content specific terms in writing.

3.27. Writing Genres, Traits and Crafts (Expository): Write from more than one point of view , e.g., cultural perspective for a character's viewpoint in history or literature.

3.28. Writing Genres, Traits and Crafts (Expository): Develop and use a rubric by which to evaluate the effectiveness of the presentation, style and content of electronic communications, e.g., film, television, Internet.

3.29. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive essay that considers both sides to an argument.

3.30. Writing Genres, Traits and Crafts (Persuasive): Write a persuasive piece supporting the opposing viewpoint.

3.31. Writing Genres, Traits and Crafts (Persuasive): Develop a rubric by which to evaluate.

3.32. Writing Genres, Traits and Crafts (Persuasive): Draw/write a political cartoon.

3.33. Writing Genres, Traits and Crafts (Poetic): Write an epic.

3.34. Writing Genres, Traits and Crafts (Poetic): Write an allegory.

3.35. Writing Genres, Traits and Crafts (Poetic): Write a doggerel.