CCSS.ELA.RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target #1: Cite several pieces of textual evidence to support analysis of what the text says explicitly

  • I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the answer within the text (these are for green questions).

Learning Target #2: Make inferences drawn from the text.

  • I am able to use the text with my own thinking (inference) to build meaning of the text. This means I use words from the text along with my own words to show my understanding.

CCSS.ELA RL.7.2 Determine a theme or central idea of a text andanalyze its development over the course of thetext; provide an objective summary of the text.

Learning Target #1: Determine a theme or central idea of a text.

  • I am able to identify a theme or main idea.

Learning Target #2: Analyze a theme’s development over the course of the text.

  • I am able to recognize changing settings, plot twists, and notice how they influence and or shape the theme and guide me to a reasonable conclusion.

Learning Target #3: Provide an objective summary of the text.

  • I am able to create neutral summaries that reveal the theme through consideration of sequence, characters, setting, and plot.

CCSS.ELA RL.7.3 Analyze how particular elements of a story ordrama interact (e.g., how setting shapes thecharacters or plot).

Learning Target #1: Analyze how particular elements of a story or drama interact

  • I am able to define elements of a story or drama (ex. character, setting, plot).
  • I am able to explain how the elements of a story or drama interact or affect one another.

CCSS.ELA RL.7.4 Determine the meaning of words and phrasesas they are used in a text, including figurativeand connotative meanings; analyze the impactof rhymes and other repetitions of sounds (ex. alliteration) on a specific verse or stanza of apoem or section of a story or drama.

Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

  • I am able to understand how the writer uses figurative language (simile, metaphor, hyperbole, personification, alliteration, assonance, and onomatopoeia) and can recognize words and phrases that help create a “story-within-a-story”.
  • I am able to recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meaning (hinted or secondary).

Learning Target #2: Analyze the impact of rhymes and other repetitions of sounds (ex. alliteration) on a specific verse or stanza of a poem or section of a story or drama.

  • I am able to explain why authors use rhyme and repetition of sounds (alliterations and assonance) to draw attention to a particular section of the text.

CCSS.ELA RL.7.5 Analyze how a drama’s or poem’s form or structure (ex. soliloquy, sonnet) contributes toits meaning.

Learning Target #1: Analyze how a drama’s or poem’s form or structure ( ex. soliloquy, sonnet) contribute to its meaning.

  • I am able to analyze the form/structure of a poem and explain how a poet’s choice of form/structure affects the overall meaning.

CCSS.ELA RL.7.6 Analyze how an author develops and contraststhe points of view of different characters ornarrators in a text.

Learning Target #1: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

  • I am able to classify “point of view” as:

First person (an inside narrator tells the story: I)

Second person (narrator speaks directly to the reader: you)

Third person (an outside narrator tells the story: he, she, it)

Third person limited (an outside narrator tells the story but knows the thoughts of one character)

Third person omniscient (an outside narrator tells the story and knows the thoughts of all the characters)

  • I am able to explain the similarities and differences of characters’ points of view and how the story would change from a different point of view.

CCSS.ELA RL.7.7 Compare and contrast a written story, drama, orpoem to its audio, filmed, staged, or multimediaversion, analyzing the effects of techniques unique to each medium (ex. lighting, sound, color, orcamera focus and angles in a film).

Learning Target #1: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version.

  • I am able to compare and contrast mental images I created while reading to the images presented in a media or staged version of the same text.

Learning Target #2: Analyze the effects of techniques unique to each medium (ex. lighting, sound, color, or camera focus and angles in a film).

  • I am able to identify and analyze how various techniques used in media or staged versions of the text can add to or change the experience of the audience.

CCSS.ELA RL.7.8 not applicable

CCSS.ELA RL.7.9 Compare and contrast a fictional portrayal of atime, place, or character and a historical accountof the same period as a means of understandinghow authors of fiction use or alter history.

Learning Target #1: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

  • I am able to compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time, place, or character.
  • I am able to analyze and describe how authors use or change facts to develop their own fictional stories.

CCSS.ELA RL.7.10 By the end of the year, read and comprehendliterature, including stories, dramas, and poems, inthe grades 6–8 text complexity band proficiently,with scaffolding as needed at the high end of therange.

Learning Target #1: Read and comprehend literature at the high end of the grade level.

  • I am able to recognize when the text I am reading is too easy or difficult for me.
  • I am able to choose reading strategies (ex. visualize, ask questions, make connections, inter, and reread) that will help me comprehend texts.

CCSS.ELA RI.7.1 Cite several pieces of textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.

Learning Target #1: Cite several pieces of textual evidence to support analysis of what the text says explicitly.

  • I am able to cite (ex. quotes and specific details) evidence that explicitly supports what the text says. This means I can document where I found the answer within the text (these are for green questions).

Learning Target #2: Make inferences drawn from the text.

  • I am able to use the text with my own thinking (inference) to build meaning of the text. This means I use words from the text along with my own words to show my understanding.

CCSS.ELA RI.7.2 Determine two or more central ideas in a textand analyze their development over the courseof the text; provide an objective summary of thetext.

Learning Target #1: Determine a theme or central idea of a text.

  • I am able to identify a theme or main idea.

Learning Target #2: Analyze a theme’s development over the course of the text.

  • I am able to recognize changing settings, plot twists, and notice how they influence and or shape the theme and guide me to a reasonable conclusion.

Learning Target #3: Provide an objective summary of the text.

  • I am able to create neutral summaries that reveal the theme through consideration of sequence, characters, setting, and plot.

CCSS.ELA RI.7.3Analyze the interactions between individuals,events, and ideas in a text (e.g., how ideasinfluence individuals or events, or how individualsinfluence ideas or events).

Learning Target #1: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

  • I am able to identify the ideas in a text and how they are related.
  • I am able to explain how ideas and event influence people.

CCSS.ELA RI.7.4 Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning andtone.

Learning Target #1: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

  • I am able to understand how the writer uses figurative language (simile, metaphor, hyperbole, personification, alliteration, assonance, and onomatopoeia) and can recognize words and phrases that help create a “story-within-a-story”.
  • I am able to recognize the difference between technical meanings (dictionary definition) and connotative meaning (hinted or secondary).

Learning Target #2: Analyze the impact of a specific word choice on meaning and tone.

  • I am able to determine why the author chose specific words and understand how these words shape the meaning and tone of the text.

CCSS.ELA RI.7.5 Analyze the structure an author uses to organizea text, including how the major sectionscontribute to the whole and to the developmentof the ideas.

Learning Target #1: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

  • I am able to explain how the organization of the text (cause/effect, problem/solution, compare/contrast, description, and chronology) helps me understand the topic.

CCSS.ELA RI.7.6Determine an author’s point of view orpurpose in a text and analyze how the authordistinguishes his or her position from that ofothers.

Learning Target #1: Determine an author’s point of view or purpose in a text.

  • I am able to determine how the author feels about the topic or text (author’s opinions, values, and/or beliefs).

Learning Target #2: Analyze how the author distinguishes his or her position from that of others.

  • I am able to figure out how an author expresses how his/her opinion is different from others.

CCSS.ELA RI.7.7Compare and contrast a text to an audio, video,or multimedia version of the text, analyzing eachmedium’s portrayal of the subject (ex. how thedelivery of a speech affects the impact of thewords).

Learning Target #1: Compare and contrast a text to an audio, video, or multimedia version of the text.

  • I am able to compare and contrast a text to an audio, video, or multimedia version of the text.

Learning Target #2: Analyze each medium’s portrayal of the subject.

  • I am able to analyze how various mediums (techniques) used in audio, video, or multimedia versions of a text can add to, improve, or change the way the subject is portrayed (delivered) to an audience.

CCSS.ELA RI.7.8 Trace and evaluate the argument and specificclaims in a text, assessing whether the reasoningis sound and the evidence is relevant andsufficient to support the claims.

Learning Target #1: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

  • I am able to identify the argument.
  • I am able to tell the difference between claims supported by reasons (facts) and evidence from claims that are not (opinion).

CCSS.ELA RI.7.9Analyze how two or more authors writing aboutthe same topic shape their presentations of keyinformation by emphasizing different evidence oradvancing different interpretations of facts.

Learning Target #1: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

  • I am able to recognize that authors present information differently based on their point of view.
  • I am able to compare and contrast how two authors communicate the same topic by how they choose to emphasize or focus on facts in the text.

CCSS.ELA RI.7.10 By the end of the year read and comprehendliterary nonfiction in the grades 6–8 textcomplexity band proficiently, with scaffolding asneeded at the high end of the range.

Learning Target #1: Read and comprehend literary nonfiction at the high end of the grade level.

  • I am able to recognize when the text I am reading is too easy or difficult for me.
  • I am able to choose reading strategies (ex. visualize, ask questions, make connections, inter, and reread) that will help me comprehend texts.

CCSS.ELA-Literacy.W.7.1Write arguments to support claims with clear reasons and relevant evidence.

Learning Target #1:Write arguments to support claims with clear reasons and evidence.

  • I am able to write an argument to support claims (statements) with clear reasons and evidence.

CCSS.ELA-Literacy.W.7.1a Introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.

Learning Target #1: Introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.

  • I am able to write a claim for an argumentative piece of writing.
  • I am able to organize reasons and evidence to support my claim in an argumentative piece of writing.
  • I am able to acknowledge and distinguish the claims from alternate or opposing claims.

CCSS.ELA-Literacy.W.7.1bSupport claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Learning Target #1: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

  • I am able to support claim(s) with logical reasoning and relevant evidence in an argumentative piece of writing.
  • I am able to find and use accurate, credible sources in an argumentative piece of writing.
  • I am able to demonstrate an understanding of the topic or text using relevant information in an argumentative piece of writing.

CCSS.ELA-Literacy.W.7.1cUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Learning Target #1:Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

  • I am able to clarify relationships among claims, counterclaims, reasons, and evidence when writing argumentative text.

CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.

Learning Target #1:Establish and maintain a formal style.

  • I am able to use the appropriate voice when writing argumentative text.

CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.

Learning Target #1:Provide a concluding statement or section that follows from and supports the argument presented.

  • I am able to write a concluding statement when writing argumentative text.

CCSS.ELA-Literacy.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Learning Target #1:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

  • I am able to write an informative/explanatory text to examine a topic and relay ideas.
  • I am able to select, organize and analyze important information to write an informative/explanatory piece.

CCSS.ELA-Literacy.W.7.2aIntroduce a topic clearly previewing what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (ex. headings), graphics (ex. charts, tables), and multimedia when useful to aiding comprehension.

Learning Target #1:Introduce a topic clearly previewing what is to follow; organize ideas, concepts, and informationfollowinga specific text structure and using multiple strategies.

  • I am able to introduce a topic for an informational/explanatory piece of writing and clearly preview what is to follow in the remainder of the piece.
  • I am able to use multiple strategies to organize information for an informational/explanatory piece of writing. This means using strategies such as definitions, classification, text structures, etc.
  • I am able to use informational text introduce a topic for an informational/explanatory piece of writing.

Learning Target #2:Use formatting, graphics and multimedia to aid comprehension.

  • I am able to use formatting, such as headings, subheadings, bold, italics, captions, columns, bullets, glossary, index, etc. to write an informational/explanatory piece.
  • I am able to use graphics, such as charts, tables, graphs, diagrams, illustrations, etc. to write an informational/explanatory piece.
  • I am able to use multimedia to write an informational/explanatory piece. This means I can use audio and visual tools to make my message clear.

CCSS.ELA-Literacy.W.7.2bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Learning Target #1:Develop the topic with facts, definitions, details, quotations, or other information and examples.

  • I am able to write an informational/explanatory piece using facts, definitions, details, quotations, or other information and examples.

CCSS.ELA-Literacy.W.7.2cUse appropriate transitions to clarify the relationships among ideas and concepts.

Learning Target #1:Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

  • I am able to use appropriate transitions to connect ideas and concepts when writing an informational/explanatory piece.

CCSS.ELA-Literacy.W.7.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.

Learning Target #1:Use precise language and domain-specific vocabulary to inform about or explain the topic.

  • I am able to use precise language and content vocabulary to write an informational/explanatory piece.

CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style.

Learning Target #1:Establish and maintain a formal style.

  • I am able to use the appropriate voice when writing informational/explanatory text.

CCSS.ELA-Literacy.W.7.2fProvide a concluding statement or section that follows from the information or explanation presented.

Learning Target #1:Provide a concluding statement or section that follows from the information or explanation presented.

  • I am able to write a concluding statement or section to wrap-up my informational/explanatory writing.

CCSS.ELA-Literacy.W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.