Oregon State Standards for Language Arts: Grade 7

OR.1. Reading: Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

1.1. Decoding and Word Recognition: Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level.

OR.2. Reading: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own, applying comprehension strategies as needed.

2.1. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information.

2.2. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Make connections to text, within text, and among texts across the subject areas.

2.3. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

2.4. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Match reading to purpose--location of information, full comprehension, and personal enjoyment.

2.5. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand and draw upon a variety of comprehension strategies as needed--re-reading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources.

2.6. Listen to and Read Informational and Narrative Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct.

OR.3. Reading: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

3.1. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas.

3.2. Vocabulary: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas.

3.3. Vocabulary: Determine meanings of words using contextual and structural clues.

3.4. Vocabulary: Demonstrate understanding of idioms and comparisons, such as analogies, metaphors, and similes, in prose (informational and literary text) and poetry.

3.5. Vocabulary: Clarify word meanings through the use of definition, inference, example, restatement, or contrast.

3.6. Vocabulary: Use knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to understand subject-area vocabulary.

OR.4. Reading: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

4.1. Read to Perform a Task: Read textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents.

4.2. Read to Perform a Task: Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text.

4.3. Read to Perform a Task: Locate information by using consumer product information.

4.4. Read to Perform a Task: Understand and explain the use of a simple mechanical device by following technical directions.

OR.5. Reading: Demonstrate general understanding of grade-level informational text across the subject areas.

5.1. Informational Text: Demonstrate General Understanding: Clarify understanding of informational texts by creating outlines, graphic organizers, diagrams, logical notes, or summaries.

5.2. Informational Text: Demonstrate General Understanding: Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections.

OR.6. Reading: Develop an interpretation of grade-level informational text across the subject areas.

6.1. Informational Text: Develop an Interpretation: Predict future outcomes supported by the text.

6.2. Informational Text: Develop an Interpretation: Make valid inferences about an author's unstated meaning and valid conclusions about an author's stated meaning, based on facts, events, and images.

6.3. Informational Text: Develop an Interpretation: Identify and trace the development of an author's argument, point of view, or perspective in a specific text through a graphic organizer or a summary.

6.4. Informational Text: Develop an Interpretation: Infer the main idea when it is not explicitly stated, and support with evidence from the text.

OR.7. Reading: Examine content and structure of grade-level informational text across the subject areas.

7.1. Informational Text: Examine Content and Structure: Determine the author's purpose and how the author's perspective influences the text.

7.2. Informational Text: Examine Content and Structure: Differentiate between conclusions that are based on fact and those that are based on opinions.

7.3. Informational Text: Examine Content and Structure: Analyze text to determine the type and purpose of the organizational structure being used by the author (e.g., description, sequential/chronological, categorization, prioritization, comparison/contrast, or cause-and-effect).

7.4. Informational Text: Examine Content and Structure: Compare and contrast information on the same topic after reading several passages or articles.

7.5. Informational Text: Examine Content and Structure: Understand and analyze the differences in structure and purpose between various categories of informational text, including textbooks, newspapers, instructional manuals, essays, editorials, biographies, and autobiographies.

1.2. Listen to and Read Literary Text: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions.

1.3. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Identify audience and purpose.

1.4. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Choose the form of writing that best suits the intended purpose--personal letter, letter to the editor, review, poem, report, or narrative.

1.5. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use the writing process--prewriting, drafting, revising, editing, and publishing successive versions.

1.6. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Focus on a central idea, excluding loosely related, extraneous, and repetitious information.

1.7. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

1.8. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Revise drafts to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary.

1.9. Planning, Evaluation, and Revision: Skill To Support the Standard: (For the purpose of noting key skills that support classroom instruction of the standards) Edit and proofread one's own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors.

2.7. Writing: Use varied word choices to make writing interesting and more precise.

2.8. Writing: To achieve clarity of meaning, properly place modifiers (words or phrases that describe, limit, or qualify another word).

2.9. Writing: To convey a livelier effect, use the active voice rather than the passive voice.

2.10. Writing: Vary sentence beginnings by using infinitives (to understand, to learn) and participles (dreaming, chosen, grown).

3.7. Conventions: Punctuation: Place a question mark or exclamation point inside quotation marks when it punctuates the quotation, and outside when it punctuates the main sentence.

3.8. Conventions: Capitalization: Use correct capitalization.

3.9. Conventions: Handwriting: Write legibly.

4.5. Writing Applications: Narrative Writing: Write responses to literature: Develop interpretations exhibiting careful reading, understanding, and insight.

4.6. Writing Applications: Narrative Writing: Write responses to literature: Organize interpretations around several clear ideas, premises, or images from the literary work.

4.7. Writing Applications: Narrative Writing: Write responses to literature: Justify interpretations through use of sustained examples and textual evidence.

4.8. Writing Applications: Narrative Writing: Write research reports: Pose relevant questions about the topic.

4.9. Writing Applications: Narrative Writing: Write research reports: Distinguish credible sources.

4.10. Writing Applications: Narrative Writing: Write research reports: Convey clear and accurate perspectives on the subject.

4.11. Writing Applications: Narrative Writing: Write research reports: Include evidence compiled through the formal research process, including use of the Reader's Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries, and other reference books.

4.12. Writing Applications: Narrative Writing: Write research reports: Document sources.

4.13. Writing Applications: Narrative Writing: Write persuasive compositions: State a clear position or perspective in support of a proposition or proposal.

4.14. Writing Applications: Narrative Writing: Write persuasive compositions: Describe the points in support of the proposition, employing well-articulated evidence.

4.15. Writing Applications: Narrative Writing: Write persuasive compositions: Anticipate and address reader concerns and counter-arguments.

4.16. Writing Applications: Narrative Writing: Write summaries for a variety of informational text: Include the main ideas and most significant details.

4.17. Writing Applications: Narrative Writing: Write summaries for a variety of informational text: Use the student's own words, except for quotations.

4.18. Writing Applications: Narrative Writing: Write summaries for a variety of informational text: Reflect underlying meaning, not just the superficial details.

5.3. Research Report Writing: Check the validity and accuracy of information obtained from research, including differentiating fact from opinion, and identifying strong versus weak arguments, recognizing that personal values influence the conclusions an author draws.

5.4. Research Report Writing: Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

5.5. Research Report Writing: Give credit for both quoted and paraphrased information by using a consistent format for parenthetical citations (e.g., Works Cited Entries - MLA, Reference Entries - APA).