SSJDA                         7th Grade Reading Performance Standard

Determining meanings of unfamiliar words in context knowledge of words structure, prefixes/ suffixes, base words, common roots, or word origins.

Determining meanings of unfamiliar words in context, including words from other languages that have been adopted into English (e.g., deja vu), using knowledge of language structure including using context clues, prior knowledge, and other resources (e.g., dictionaries glossaries, thesauruses)

Identifying complex relationships among words including synonyms, antonyms, homonyms/ homophones, [shades of meaning and analogies]

Determining the meaning of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (e.g., vague vs. ambiguous)

Self-monitoring and self correcting while reading (e.g., rereading, adjusting reading pace, rereading difficult or relevant material.

Fluency-Read text aloud

Word Identification skills- Read unfamiliar words

Forming a General Understanding-Restate or summarize. Assess support of main idea. Follow multi-step directions.

Analysis of Content and Structure- Identify conventions of forms of text, Analyze story elements Analyze story elements, Analyze author's purpose, Support understanding of theme, Compare historical/cultural influences.

Orally interpreting short stories, poetry, and drama to an audience.

Reading aloud short factual information (e.g., reports, articles)

Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g., paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text

Connecting new information or ideas to prior knowledge and experiences by citing or explaining relevant examples or concepts (e.g., cells get energy from glucose just as cars get energy from gas)

Identifying or explaining the main ideas in various types of texts (i.e., recognizing or developing appropriate titles, generalizations, assertions)

Locating information in narrative and informative text to answer questions related to main ideas or keys details.

Comparing/contrasting the main ideas or concepts between related texts.

Explaining connections among main ideas/concepts (text to self, text to text, text to world)

Completing a task by following written, multi-step directions (e.g., answer a multi-faceted text questions)

Identifying the sequence of steps in a list of directions (e.g., what is the first step, what is the second step)

Identifying or analyzing the characteristics and the effect on the reader of nonfiction and the four major structural genres: poetry, drama, novel, short story

Identifying or analyzing the use of literary devices appropriate to genre (i.e., dialogue, simile, metaphor, personification, foreshadowing, time sequence, imagery or repetition) to analyze literary works and nonfiction

Identifying or describing or making logical predictions about (citing evidence and support from text) plot, setting, charater, point of view, and theme

Comparing and contrasting literary elements and devices in a variety of works by a variety of authors

Analyzing and evaluating the importance to the story of plot, setting, character, point of view, and theme

Identifying bias/ propaganda by citing textual evidence.

Identifying or analyzing author's purpose (e.g., to narrate, inform, entertain, explain, persuade) by citing textual evidence

Locating evidence within the text to make connections to an author's message, theme, or purpose

Utilizing textual evidence to make thematic connections between texts

Making thematic connections between a variety of texts and relating these themes to personal experiences, experiences of others, prior knowledge, and the broader world of ideas.

Comparing and contrasting cultural events, ideas, settings, and influences in one story or text across other similar stories or texts from other cultures (e.g., creation stories)

Analyzing the effects of historical or cultural influences/events on texts

7th Grade Writing Performance Standard

Writing a thesis statement that identifies the focus or controlling idea for the entire composition.

Writing in paragraphs that include relevant details and evidence that support the main idea of the paragraph and thesis statement.

Organizing ideas using appropriate structures (e.g., chronology orders, order of importance, comparison and contrast) to maintain the unity of the composition with variety of transitional words and phrases

Writing s conclusion that supports the thesis or summarizes the main ideas.

Write Using a Variety of Forms- Write a Composition. Use a Variety of Forms.

Structures & Conventions of Writing- Use Conventions

Revise-Revise

Cite Sources-Document Sources

Writing a narrative using setting and character to advance the plot.

Writing in a variety of nonfiction forms (e.g., letter, report, biography, and/ or autobiography) to inform or describe

Writing expressively when producing or responding to texts (e.g., poetry, journals, editorials, and/or newsletters)

Using diagrams, charts or illustrations with captions or labels in research projects or extended reports.

Varying beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning and style of writing

Applying rules of spelling (e.g., homophones, irregular plurals, and contractions)

Applying rules of punctuation (i.e., commas, quotation marks, and apostrophes)

Applying rules of capitalization (e.g., titles and proper nouns)

Applying rules of usage (i.e., verb tense, subject/verb agreement, possessives, pronouns, adjectives, adverbs, and sentence structure)

Rearranging details to improve clarity and logical progression of ideas (e.g., making chronological sequence clear, creating a logically consistent story line)

Giving/receiving appropriate feedback and evaluating writing based on established criteria (e.g., self-created checklists, peer conference formats, scoring guides, or rubrics)

Combining sentences for fluency, using precise and descriptive words, and/ or eliminating irrelevant details to improve quality and effectiveness of writing.

Clarifying thesis statement and/or topic sentence and adding details to support main ideas, if needed

Using appropriate voice for intended audience (e.g., humorous, informal, formal, or technical)

Using resources throughout the writing process (e.g., dictionary, thesaurus, peer conference, scoring guide , rubric, word processor)

SSJDA                    7th Grade Writing Performance Standard

Giving credits for others' ideas, images, and multimedia information by citing sources, including author, title, and publishing information (using simplified MLA or APA style)

Correcting misspellings using available software programs, including choosing the correct spelling option among several choices.

Using a thesaurus to locate and choose effective synonyms for common words.

Using formatting features to produce a final draft by centering title, choosing appropriate font size and style, indentation, pagination, and line spacing

Use Resources- Use Word Processing

Listening

Listen actively and attentively, for an extended period of time, to a variety of texts read aloud

Listen actively and attentively, for an extended period of time, to oral presentations

Listen actively and attentively, for an extended period of time, for different purposes and to different speakers

Respond appropriately to what was heard

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

Identify essential information for note taking

Listen in planning or brainstorming sessions with peers

Listen to and follow multi-step directions that provide information about a task or assignment

Recall significant ideas and details, and describe the relationships between and among them

Distinguish between relevant and irrelevant oral information

Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information

Draw conclusions and make inferences on the basis of explicit information

Recognize that the speaker’s voice quality and delivery impact communication, with assistance

Listening

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

Interpret and respond to texts on a variety of themes from different genres and authors

Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text

Recognize different levels of meaning in presentations

Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance

Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry, with assistance

Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate

Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response

Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings

Recognize social, historical, and cultural features in presentations of literary texts, with assistance

Listening

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

Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, themes, and experiences

Recognize multiple levels of meaning

Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives

Recognize persuasive techniques, such as emotional and ethical appeals, in presentations

Consider the experience and qualifications of speakers when analyzing and evaluating presentations, with assistance

Identify missing or unclear information

Evaluate the organization of presentations

Evaluate the quality of the speaker’s presentation style by using criteria such as voice quality and enunciation

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

Participate as a listener in social conversation with one or more people who are friends or acquaintances

Respect the age, gender, social position, and cultural traditions of the speaker

Listen for more than one level of meaning

Withhold judgment

Appreciate the speaker’s uniqueness

Speaking

Speak in grammatically correct sentences, communicating ideas in an organized and coherent manner

Use appropriate and precise vocabulary to convey ideas effectively

Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions

Use a variety of speaking techniques (e.g., adjusting tone, volume, and tempo; enunciating; and making eye contact) to make effective presentations

Participate actively and productively in group discussions

Organize information to achieve particular purposes and to appeal to the background and interests of the audience, with logic and coherence, when making presentations

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

Prepare and give presentations on informational topics

Contribute to group discussions by offering comments to clarify ideas and information

Present information to address audience needs

Present examples, definitions, and direct references to the text in support of ideas

Connect, compare, and contrast ideas and information

Use the conventions of the presentational format for panel discussions and mock trials

Ask questions to clarify information

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

Express opinions or judgments about information, ideas, opinions, themes, and experiences

Use an organizational format (e.g., question/answer, compare/contrast, and cause/effect) so that ideas and information are clear

State a hypothesis and predict possible outcomes

Present content, using strategies designed for the audience and purpose

Present a subject from one or more perspectives

Credit sources of information and opinions accurately in presentations and handouts, with assistance

Ask and respond to questions to clarify an opinion or judgment

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

Respect the age, gender, social position, and cultural traditions of the listener

Provide feedback by asking questions

Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting

Use culture-specific language, jargon, and colloquialisms appropriate to the purpose and the listener

Adopt conventions of email to establish friendly tone in electronic-based social communication