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VOCABULARY ACQUISITION AND USE L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. L.7.4.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.7.4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). Quiz, Flash Cards, Worksheet, Game & Study Guide Root Words
L.7.4.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.7.5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. Quiz, Flash Cards, Worksheet, Game & Study Guide Analogies Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.7.5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CONVENTIONS OF STANDARD ENGLISH L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.7.1.a. Explain the function of phrases and clauses in general and their function in specific sentences. Quiz, Flash Cards, Worksheet, Game & Study Guide Sentences
L.7.1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2.b. Spell correctly. Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling Quiz, Flash Cards, Worksheet, Game & Study Guide Spelling
UT.CC.RI.7.Reading Standards for Informational Text
Reading Standards for Informational Text
INTEGRATION OF KNOWLEDGE AND IDEAS RI.7.8. 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.
RI.7.9. 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.
CRAFT AND STRUCTURE RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5. 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.
RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
KEY IDEAS AND DETAILS RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Quiz, Flash Cards, Worksheet, Game & Study Guide Summarize
RI.7.3. 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).
UT.CC.RL.7.Reading Standards for Literature
Reading Standards for Literature
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
INTEGRATION OF KNOWLEDGE AND IDEAS RL.7.9. 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.
CRAFT AND STRUCTURE RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Quiz, Flash Cards, Worksheet, Game & Study Guide Vocabulary
RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
KEY IDEAS AND DETAILS RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Quiz, Flash Cards, Worksheet, Game & Study Guide Summarize
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Quiz, Flash Cards, Worksheet, Game & Study Guide Main Idea
UT.CC.SL.7.Speaking and Listening Standards
Speaking and Listening Standards
PRESENTATION OF KNOWLEDGE AND IDEAS SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Quiz, Flash Cards, Worksheet, Game & Study Guide Speaking
SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language Standards 1 and 3 on page 59 for specific expectations.) Quiz, Flash Cards, Worksheet, Game & Study Guide Speaking
COMPREHENSION AND COLLABORATION SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.
SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
RANGE OF WRITING W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
RESEARCH TO BUILD AND PRESENT KNOWLEDGE W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9.a. Apply grade 7 Reading standards to literature (e.g., “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”).
TEXT TYPES AND PURPOSES W.7.1. Write arguments to support claims with clear reasons and relevant evidence. W.7.1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1.d. Establish and maintain a formal style.
W.7.1.e. Provide a concluding statement or section that follows from and supports the argument presented.
W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.7.2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Quiz, Flash Cards, Worksheet, Game & Study Guide Sequencing
W.7.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.7.3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Quiz, Flash Cards, Worksheet, Game & Study Guide Sequencing
PRODUCTION AND DISTRIBUTION OF WRITING W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)