Common Planner
K–12 Standards

Grade 7

Other Texas English Language Arts and Reading sets

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking

  • 1

    Oral language. The student develops oral language through listening, speaking, and discussion7.1

    1. A

      listen actively to interpret a message and ask clarifying questions that build on others' ideas7.1.A

    2. B

      follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems7.1.B

    3. C

      present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively7.1.C

    4. D

      engage in meaningful discourse and provide and accept constructive feedback from others7.1.D

  • 2

    Vocabulary. The student uses newly acquired vocabulary expressively7.2

    1. A

      use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech7.2.A

    2. B

      use context such as contrast or cause and effect to clarify the meaning of words7.2.B

    3. C

      determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent7.2.C

  • 3

    Fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose7.3

  • 4

    Self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time7.4

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts

  • 5

    The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts7.5

    1. A

      establish purpose for reading assigned and self-selected texts7.5.A

    2. B

      generate questions about text before, during, and after reading to deepen understanding and gain information7.5.B

    3. C

      make and correct or confirm predictions using text features, characteristics of genre, and structures7.5.C

    4. D

      create mental images to deepen understanding7.5.D

    5. E

      make connections to personal experiences, ideas in other texts, and society7.5.E

    6. F

      make inferences and use evidence to support understanding7.5.F

    7. G

      evaluate details read to determine key ideas7.5.G

    8. H

      synthesize information to create new understanding7.5.H

    9. I

      monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down7.5.I

Response skills: listening, speaking, reading, writing, and thinking using multiple texts

  • 6

    The student responds to an increasingly challenging variety of sources that are read, heard, or viewed7.6

    1. A

      describe personal connections to a variety of sources, including self-selected texts7.6.A

    2. B

      write responses that demonstrate understanding of texts, including comparing sources within and across genres7.6.B

    3. C

      use text evidence to support an appropriate response7.6.C

    4. D

      paraphrase and summarize texts in ways that maintain meaning and logical order7.6.D

    5. E

      interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating7.6.E

    6. F

      respond using newly acquired vocabulary as appropriate7.6.F

    7. G

      discuss and write about the explicit or implicit meanings of text7.6.G

    8. H

      respond orally or in writing with appropriate register, vocabulary, tone, and voice7.6.H

    9. I

      reflect on and adjust responses as new evidence is presented7.6.I

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

  • 7

    Literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts7.7

    1. A

      infer multiple themes within and across texts using text evidence7.7.A

    2. B

      analyze how characters' qualities influence events and resolution of the conflict7.7.B

    3. C

      analyze plot elements, including the use of foreshadowing and suspense, to advance the plot7.7.C

    4. D

      analyze how the setting influences character and plot development7.7.D

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts

  • 8

    Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts7.8

    1. A

      demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction7.8.A

    2. B

      analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms7.8.B

    3. C

      analyze how playwrights develop characters through dialogue and staging7.8.C

    4. D

      analyze characteristics and structural elements of informational text, including: the controlling idea or thesis with supporting evidence, features such as references or acknowledgements, and organizational patterns that support multiple topics, categories, and subcategories7.8.D

    5. E

      analyze characteristics and structures of argumentative text by: identifying the claim, explaining how the author uses various types of evidence and consideration of alternatives to support the argument, and identifying the intended audience or reader7.8.E

    6. F

      analyze characteristics of multimodal and digital texts7.8.F

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts

  • 9

    The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances7.9

    1. A

      explain the author's purpose and message within a text7.9.A

    2. B

      analyze how the use of text structure contributes to the author's purpose7.9.B

    3. C

      analyze the author's use of print and graphic features to achieve specific purposes7.9.C

    4. D

      describe how the author's use of figurative language such as metaphor and personification achieves specific purposes7.9.D

    5. E

      identify the use of literary devices, including subjective and objective point of view7.9.E

    6. F

      analyze how the author's use of language contributes to mood, voice, and tone7.9.F

    7. G

      explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations7.9.G

Composition: listening, speaking, reading, writing, and thinking using multiple texts7.10

  • 10

    Writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions

    1. A

      plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests7.10.A

    2. B

      develop drafts into a focused, structured, and coherent piece of writing by: organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion, and developing an engaging idea reflecting depth of thought with specific facts, details, and examples7.10.B

    3. C

      revise drafts for clarity, development, organization, style, word choice, and sentence variety7.10.C

    4. D

      edit drafts using standard English conventions, including:7.10.D

      1. i

        complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments7.10.D.i

      2. ii

        consistent, appropriate use of verb tenses7.10.D.ii

      3. iii

        conjunctive adverbs7.10.D.iii

      4. iv

        prepositions and prepositional phrases and their influence on subject-verb agreement7.10.D.iv

      5. v

        pronoun-antecedent agreement7.10.D.v

      6. vi

        subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor7.10.D.vi

      7. vii

        correct capitalization7.10.D.vii

      8. viii

        punctuation, including commas to set off words, phrases, and clauses, and semicolons7.10.D.viii

      9. ix

        correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too7.10.D.ix

  • E

    publish written work for appropriate audiences7.10.E

Composition: listening, speaking, reading, writing, and thinking using multiple texts

  • 11

    Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful7.11

    1. A

      compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft7.11.A

    2. B

      compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft7.11.B

    3. C

      compose multi-paragraph argumentative texts using genre characteristics and craft7.11.C

    4. D

      compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure7.11.D

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes7.12

  • 12

    Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes7.12

generate student-selected and teacher-guided questions for formal and informal inquiry7.12.A

  • A

    generate student-selected and teacher-guided questions for formal and informal inquiry7.12.A

develop and revise a plan7.12.B

  • B

    develop and revise a plan7.12.B

refine the major research question, if necessary, guided by the answers to a secondary set of questions7.12.C

  • C

    refine the major research question, if necessary, guided by the answers to a secondary set of questions7.12.C

identify and gather relevant information from a variety of sources7.12.D

  • D

    identify and gather relevant information from a variety of sources7.12.D

differentiate between primary and secondary sources7.12.E

  • E

    differentiate between primary and secondary sources7.12.E

synthesize information from a variety of sources7.12.F

  • F

    synthesize information from a variety of sources7.12.F

differentiate between paraphrasing and plagiarism when using source materials7.12.G

  • G

    differentiate between paraphrasing and plagiarism when using source materials7.12.G

examine sources for: reliability, credibility, and bias, and faulty reasoning such as hyperbole, emotional appeals, and stereotype7.12.H

  • H

    examine sources for: reliability, credibility, and bias, and faulty reasoning such as hyperbole, emotional appeals, and stereotype7.12.H

display academic citations and use source materials ethically7.12.I

  • I

    display academic citations and use source materials ethically7.12.I

use an appropriate mode of delivery, whether written, oral, or multimodal, to present results7.12.J

  • J

    use an appropriate mode of delivery, whether written, oral, or multimodal, to present results7.12.J

Frequently asked questions

What grade levels do these standards cover?
Grade 7

Keep exploring

Keep exploring English Language Arts and Reading standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.