END OF Grade 7 Reading Grade level Expectations
R:V:1Students identify the meaning of unfamiliar vocabulary by…
R:V:7:1.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as, dictionaries, glossaries, thesauruses; or prior knowledge) (State) EXAMPLE (of common root ): inspection (in -spec-tion) CLICK HERE FOR SAMPLE QUESTIONS.
R:V:2
Shows breadth of vocabulary knowledge
through demonstrating understanding of word meanings and relationships by…
R:V:7:2.1.
Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning
(State)
R:V:7:2.2
Selecting appropriate words or explaining the use of words in context, including
content specific vocabulary, words with multiple meanings, or precise vocabulary
(State)
R:LT:1
Demonstrate initial understanding of elements of literary texts by…
R:LT:7:1.1
Identifying or describing character (s), setting, problem/ solution, or plot, as
appropriate to text; or identifying any significant changes in character or
setting over time; or identifying rising action, climax, or falling action (State)
R:LT:7:1.2
Paraphrasing or summarizing key ideas/plot, with major events sequenced, as
appropriate to text (State)
ANALYSIS AND INTERPRETATION OF LITERARY TEXTS/CITING EVIDENCE (LT:2 and LT:3)
R:LT:7:2.1
Explaining or supporting logical predictions (State)
R:LT:7:2.2
Describing characters’ traits, motivation, or interactions, citing thoughts,
words, or actions that reveal characters’ traits, motivations, or their
changes over time (State)
R:LT:7:2.3 Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (State)
R:LT:3 Analyze and
interpret author’s craft, citing evidence where appropriate by…
R:LT:7:3.1 Demonstrating
knowledge of use of literary elements and devices (i.e., imagery, exaggeration,
repetition, flashback, foreshadowing, or personification) to analyze
literary works (State)
Suggested texts include but not limited to...Poetry, plays, fairy tales, realistic fiction, folktales, historical fiction, legends, short stories,etc.
INITIAL UNDERSTANDING OF INFORMATIONAL TEXT (IT:1)
R:IT:7:1.1
Obtaining information from text features (e.g., table of contents,
glossary, index, transition words /phrases, transitional devices, bold or
italicized text, headings, subheadings, graphic organizers, charts, graphs, or
illustrations) (State)
R:IT:7:1.2
Using information from the text to answer questions, to state the
main/central ideas, or to provide supporting details (State)
R:IT:7:1.3 Organizing
information to show understanding (e.g., representing main/central
ideas or details within text through charting, mapping, paraphrasing,
summarizing, or comparing/contrasting) (State)
ANALYSIS and INTERPRETATION OF INFORMATIONAL TEXTS/CITING EVIDENCE (IT:2)
R:IT:7:2.1 Explaining connections
about information within a text, across texts, or to related
ideas (State)
R:IT:7:2..2 Synthesizing and evaluating
information within or across text(s) (e.g., constructing appropriate titles; or
formulating assertions or controlling ideas (State)
R:IT:7:2.3 Drawing inferences about text,
including author’s purpose (e.g., to inform, explain, entertain, persuade) or
message; or using supporting evidence to form or evaluate
opinions/judgments and assertions about the
central ideas that are relevant (State)
R:IT:7:2.4 Distinguishing fact from
opinion, and identifying possible bias/propaganda or conflicting information
within or across texts (State)
R:IT:7:2.5 Making inferences about causes
or effects (State)
|
Suggested
Informational Texts include, but are not limited to… |
Reference materials:
TEXT COMPLEXITY DESCRIPTORS
~Includes a full range of literary genres,
including realistic and historical fiction, science fiction, fantasy, and folk
literature.
~Informational/functional texts include
primary sources, personal narratives and autobiographies, schedules, and
manuals, as well as synthesized information found in textbooks.
~Increasing number of uncommon words,
including words with non-literal meanings and more abstract vocabulary; word
choice can reflect diverse historical and cultural context; text often includes
technical words with specialized meanings.
~Language in narrative text is more
elaborate and complex, and includes a wide range of dialogue, use of dialects,
and varied sentence structure to convey specific meanings.
~Prose style matches text purpose
(informational, recreational, provocative, etc.).
~Relationships between ideas become less
explicit and require more inference or interpretation.
~Understanding content requires increasing
cultural and historical breadth of knowledge.
~More sophisticated themes.
~Texts used often call for literary
analysis.
~Informational texts use format,
illustrations, and graphics to support understanding of meaning.
~Text features often include advance
organizers, inset text, and technology support.
~Increasing
SAMPLE TEXTS AT THE END OF GRADE 7:
Roll
of Thunder, Hear My Cry; Diary of a Young Girl; Muse magazine
FLUENCY
RATE:
Oral
140-175
Silent
215-245