• 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.
  • 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.
  • Follow rules for collegian discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  • 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.
  • Acknowledge new information expressed by others and, when warranted, modify their own views.
  • Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.
  • 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.
  • Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
  • Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
  • 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.
  • Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Explain the function of phrases and clauses in general and their function in specific sentences.
  • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  • Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).
  • Spell correctly.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
  • 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.
  • 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.
  • Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
  • 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.
  • 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
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
  • Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
  • Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
  • 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.
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 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.
  • Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
  • 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.
  • Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
  • Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  • Analyze stories, drama, or poems by authors who represent diverse world cultures.

Integration of Knowledge and Ideas

  • Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
  • (Not applicable to literature)
  • 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.
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 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.
  • Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
  • 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.
  • Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
  • Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
  • Analyze stories, drama, or poems by authors who represent diverse world cultures.

Integration of Knowledge and Ideas

  • Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
  • (Not applicable to literature)
  • 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.

Range of Reading and Level of Text Complexity

  • 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.
  • Recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations.
  • Self-select text based on personal preferences.
  • Use established criteria to classify, select, and evaluate texts to make informed judgments about the quality of the pieces.
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 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.
  • 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).
  • 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.
  • 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.
  • 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.
  • Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
  • 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.
  • 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.
  • Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively.
  • By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing Standards
    • Write arguments to support claims with clear reasons and relevant evidence.
    • Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
    • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
    • Establish and maintain a formal style.
    • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • Introduce 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 (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
    • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

  • Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  • Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  • Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
  • Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
  • Provide a conclusion that follows from and reflects on the narrated experiences or events.

 

  • 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.)
  • Produce text (print or non print) that explores a variety of cultures and perspectives.
  • With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge

  • Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • 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”).
  • Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).
  • 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.
  • Create a presentation, artwork, or text in response to a literary work with a commentary that identifies connections.
  • Make deliberate, personal, cultural, textual, and thematic connections across genres.
  • Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
Mathematics | Grade 7

In Grade 7, instructional time should focus on three critical areas:

  • Developing understanding of and applying proportional relationships.
  • Developing understanding of operations with rational numbers and working with expressions and linear equations.
  • Solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume.
  • Drawing inferences about populations based on samples.

Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships.

Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percent’s as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems.

Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.

Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences.

Seventh Grade Overview

  • Analyze proportional relationships and use them to solve real-world and mathematical problems.
    The Number System.
  • Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
    Expressions and Equations
  • Use properties of operations to generate equivalent expressions.
  • Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
    Geometry
  • Draw, construct and describe geometrical figures and describe the relationships between them.
  • Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
  • Use random sampling to draw inferences about a population.
  • Draw informal comparative inferences about two populations.
  • Investigate chance processes and develop, use, and evaluate probability models.
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.