Common Planner
K–12 Standards

Grade 7

Other Rhode Island Library Curriculum sets

Inquiry and Design Thinking

  • 1.1

    Connect

    1. 1.

      Prior Knowledge, Background Information and Inquiry Questions7.1

      1. 1.

        States and verifies what is known about the problem or question and makes connections to prior knowledge7.1

  • 1.1

    Wonder

    1. 2.

      Developing Focus Questions7.2

      1. 2.

        Writes questions that would lead to an inquiry independently based on key ideas or areas of focus7.2

    2. 3.

      Refining Research Questions to Search for Different Types of Information7.3

      1. 3.

        Writes questions that would lead to an inquiry independently based on key ideas or areas of focus7.3

    3. 4.

      Using Predictions to Write a Tentative Thesis Statement7.4

      1. 4.

        Analyzes and evaluates what is known, observed or experienced to form tentative thesis or hypothesis7.4

    4. 5.

      Using Predictions to Write an Hypothesis7.5

      1. 5.

        Analyzes and evaluates what is known, observed or experienced to form tentative thesis or hypothesis7.5

  • 1.1

    Investigate – Organization

  • 1.1

    Investigate – Sources

    1. 6.

      Navigating a Website7.6

      1. 6.

        Uses the structure and some navigation tools of a Website to find the most relevant information (menu bars, tabs, buttons, sidebars)7.6

    2. 7.

      Using Website Navigation Tools7.7

      1. 7.

        Uses the structure and some navigation tools of a Website to find the most relevant information (menu bars, tabs, buttons, sidebars)7.7

  • 1.1

    Investigate – Evidence

    1. 8.

      Navigating a Website7.8

      1. 8.

        Uses the structure and some navigation tools of a Website to find the most relevant information (menu bars, tabs, buttons, sidebars)7.8

    2. 9.

      Using Website Navigation Tools7.9

      1. 9.

        Uses the structure and some navigation tools of a Website to find the most relevant information (menu bars, tabs, buttons, sidebars)7.9

  • 1.1

    Investigate – Evidence

    1. 10.

      Evaluating Information Within a Source7.10

      1. 10.

        Evaluates quality of information within electronic and print sources for usefulness, currency, authority, and accuracy7.10

    2. 11.

      Website Evaluation7.11

      1. 11.

        Evaluates quality of information within electronic and print sources for usefulness, currency, authority, and accuracy7.11

    3. 12.

      The Effects of Different Perspectives on Issues/Topics7.12

      1. 12.

        Evaluates the effect of different perspectives and points of view on information (e.g., why some information is included, why other information is left out)7.12

    4. 13.

      Fact Checking Information7.13

      1. 13.

        Fact checks and verifies all information communicated through websites and social media7.13

  • 1.1

    Investigate – Making Sense of Information and Notetaking

    1. 14.

      Fact vs. Opinion7.14

      1. 14.

        Uses both facts and opinions responsibly by identifying and verifying them7.14

    2. 15.

      Evaluating the Development of a Claim/Argument7.15

      1. 15.

        Evaluates the development of an argument or claim and the strength of the supporting and refuting evidence provided within the source7.15

  • 1.1

    Construct

    1. 16.

      Cause and Effect Diagram7.16

      1. 16.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.16

    2. 17.

      One Cause/One Effect7.17

      1. 17.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.17

    3. 18.

      Cause-Effect Chart7.18

      1. 18.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.18

    4. 19.

      Chain-of-Events7.19

      1. 19.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.19

    5. 20.

      Organizing by Chronological Order7.20

      1. 20.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.20

    6. 21.

      Time Sequence Organizer7.21

      1. 21.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.21

    7. 22.

      Flow Chart7.22

      1. 22.

        Uses common organizational patterns (e.g., chronological order, cause and effect, compare/contrast) to organize information in order to draw conclusion7.22

    8. 23.

      Drawing Conclusions from information7.23

      1. 23.

        Combines information and weighs evidence to draw conclusions and create meaning7.23

    9. 24.

      CEI: Claim, Evidence and Interpretation7.24

      1. 24.

        Combines information and weighs evidence to draw conclusions and create meaning7.24

  • 1.1

    Express

    1. 25.

      Bibliography Worksheet7.25

      1. 25.

        Cites all sources used according to local style formats7.25

  • 1.1

    Reflect

    1. 26.

      7.26

      1. 26.

        Identifies and evaluates the importance of features for a good product, presentation, and engagement in the process of inquiry7.26

Multiple Literacies

  • 2.1

    Response to Literature

    1. 27.

      7.27

      1. 27.

        Participates in literary discussions and book clubs7.27

  • 2.1

    Visual Literacy

    1. 28.

      7.28

      1. 28.

        Analyzes visual text (e.g., charts, graphs, photographs, videos, timelines, maps) to gather information and draw inferences about meaning7.28

  • 2.1

    Media Literacy

    1. 29.

      7.29

      1. 29.

        Determines the purpose and intended audience of a media presentation7.29

  • 2.2

    Multiple Literacy Presentation

    1. 30.

      7.30

      1. 30.

        Uses the language of the medium (e.g., use of color, pace, perspective, visuals) and the characteristics of the technology tool to create and deliver an effective presentation7.30

Social and Civic Responsibility

  • 3.1

    Learning from Diverse and Credible Points of View

    1. 31.

      7.31

      1. 31.

        Identifies and challenges misinformation and own assumptions about community issues and diverse cultures by seeking and evaluating multiple viewpoints and cultural perspectives7.31

  • 3.1

    Civic Reasoning

    1. 32.

      7.32

      1. 32.

        Demonstrates respect for the principles of equitable access to information by curating and sharing valid and authoritative sources with classmates7.32

  • 3.2

    Collaboration

    1. 33.

      7.33

      1. 33.

        Engages effectively in collaborative discussions with diverse groups7.33

  • 3.3

    Intellectual Property Rights

  • 3.3

    Safe and Ethical Use of Technology

    1. 34.

      7.34

      1. 34.

        Checks the validity of all information and avoids the spread of misinformation on social media7.34

    2. 35.

      7.35

      1. 35.

        Demonstrates understanding of a digital footprint and constructs own footprint accordingly7.35

Personal Growth and Agency

  • 4.1

    Personal Exploration and Independent Reading and Learning

    1. 36.

      7.36

      1. 36.

        Selects print and nonprint materials based on personal interests, knowledge of authors, and reading level7.36

  • 4.1

    Social and Emotional Growth

    1. 37.

      7.37

      1. 37.

        Empathizes with literary characters, peers, people in the local and global community, and social issues by placing them in historical or social context [social awareness]7.37

  • 4.2

    Self-Identity and Confidence

    1. 38.

      7.38

      1. 38.

        Develops aspects of personal identity that are the most satisfying, identity-confirming, and culturally responsive7.38

  • 4.2

    Commitment to Act

Frequently asked questions

What grade levels do these standards cover?
Grade 7
Where can I read the official document?
RI School Library Curriculum Guide PRIORITY SKILLS - 7

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