Washington State Grade 7 English Language Arts Standards Transition Document

This document serves as a guide to assist in the transition between the Washington State GLES for Reading, Writing, and Communication and the Common Core State Standards for English Language Arts.

The College and Career Ready standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

College and Career Readiness Anchor Standards for ReadingKey Ideas and Details1. Read closely to determine what the text says explicitly and to

make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the

validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently

and proficiently.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

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Reading Standards for LiteratureKey Ideas and Details

Current Washington Standards Common Core State StandardsStudents currently:2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.2.1.3 Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to: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.

Notable change: students will need to analyze more complex texts.Students currently:2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.2.1.3: Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.2.4.?

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to: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.

Notable change: analysis—look at 2.4 GLEs

Students currently:2.2.3: Understand and analyze story elements.

Key ideas will be found in current Evidence of Learning for these

Students need to:RL.7.3: Analyze how particular elements of a story or drama interact

(e.g., how setting shapes the characters or plot).

Notable changes: analysis, Look at 2.3.3 and 2.2.3—Grade 9/10 GLE. Get some good plays to read with students—Springboard, READ

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GLEs. magazine

Craft and StructureCurrent Washington Standards Common Core State StandardsStudents currently:1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text.2.3.3: Understand the functions (to make the story more interesting and convey a message) of literary devices.2.4.2: Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to:RL7.4: 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.

Notable change: take a look at Grade 9/10 GLEs for 2.4.2 (Analyze author’s purpose and evaluate how an author’s style of writing influences different audiences) and do Grade 9/10 3.4.2 ( Evaluate traditional and contemporary literature written in a variety of genres)

Students currently:3.4.2:Analyze a variety of literary genres.2.4.2: Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to:RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Notable change: to 3.4.2 at Grade 9/10. WA students need to read more plays

Students currently:2.2.3: Understand and analyze story elements.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to:RL7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text

Notable changes: Look at 2.2.3 Grades 8 and 9/10

Integration of Knowledge and IdeasCurrent Washington Standards Common Core State StandardsStudents currently: Students need to:

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2.4.5: Analyze ideas and concepts to generalize/extend information beyond the text.2.4.6: Analyze ideas and concepts in multiple texts.3.4.2: Analyze a variety of literary genres.

Key ideas will be found in current Evidence of Learning for these GLEs.

RL7.7: 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).

Notable changes: level of specificity in the CCSS RL7.4—teach and find presentation of non-print text and media, Look at GLE 9/10 3.4.3

Students currently:2.4.6: Analyze ideas and concepts in multiple texts.3.4.3: Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.2.4.7: Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.2.4.5: Analyze ideas and concepts to generalize/extend information beyond the text.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students need to:RL7.9: 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.

Notable change: GLEs 2.4.5 and 2.4.7 Grade 9/10, be specific to compare and contrast

Range of Reading and Level of Text ComplexityCurrent Washington Standards Common Core State StandardsStudents currently:4.1.2: Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.2.1: Demonstrate evidence of reading comprehension.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RL7.10: 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.

Notable change: classes with extensive libraries, give opportunities for independent reading

With full implementation, seventh grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

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1.2.1 dictionary skills Component 1.3 Component 1.4 2.1.4 comprehension strategies 2.1.6 comp strat 2.2.1 time order and sequence 2.2.2

2.2.4 2.3.1 2.3.2 2,4,1, 2,4,3, 2,4,4

Reading Standards for Informational TextKey Ideas and Details

Current Washington Standards Common Core State StandardsStudents currently:2.1.5: Apply comprehension monitoring strategies before, during, and after reading: predict and infer.2.1.3: Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to: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.

Notable change: analysis.

Students currently:2.1.7: Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.2.1.3: Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RI7.2: 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.

Notable changes: analysis

Students currently:2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.

Students Need to:RI7.3: 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).

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Key ideas will be found in current Evidence of Learning for these GLEs.

No notable changes from current Washington State Learning Standards.

Craft and StructureCurrent Washington Standards Common Core State StandardsStudents currently:1.2.2: Apply a variety of strategies to comprehend words and ideas in complex text.1.3.2: Understand and apply content/academic vocabulary critical to the meaning of the text.3.1.1: Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.2.4.2: Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RI7.4: 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.

Move students to this very specific activity—GLEs are very broad here

Students currently:2.2.4: Apply understanding of text organizational structures.2.4.2: Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RI7.5: 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.

Notable change: Move students to analysis of text structures

Students currently:2.4.3: Evaluate the author’s reasoning and the validity of the author’s position.2.4.4: Analyze and evaluate the effectiveness of the author’s tone and use of persuasive devices.2.4.2: Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.

Key ideas will be found in current Evidence of Learning for these

Students Need to:RI7.6: 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.

Notable change: Move students to this particular activity—GLEs are

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GLEs. broaderIntegration of Knowledge and Ideas

Current Washington Standards Common Core State StandardsStudents currently:2.4.5: Analyze ideas and concepts to generalize/extend information beyond the text.2.4.6: Analyze ideas and concepts in multiple texts.3.4.2: Analyze a variety of literary genres.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RI7.7: 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).

Notable changes: more specific activities to match this CCSS—GLEs are broader.

Students currently:2.4.3 Evaluate the author’s reasoning and the validity of the author’s position.2.4.4 Analyze and evaluate the effectiveness of the author’s tone and use of persuasive devices.2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.2.3.2 Analyze and synthesize information for a specific topic or purpose.Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RI7.8: 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.

Notable changes: Move students to analysis of expository, persuasive and arguments.

Students currently:2.4.6 Analyze ideas and concepts in multiple texts.2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.

Key ideas will be found in current Evidence of Learning for these GLEs.

Students Need to:RI7.9: 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.

Notable changes Move students to Grade 9/10 2.4.7, find materials for this—Help!

Range of Reading and Level of Text ComplexityCurrent Washington Standards Common Core State Standards

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Students currently:4.1.2: Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.2.1: Demonstrate evidence of reading comprehension.

Students Need to:RI7.10: 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.

Notable changes: Continue to: Set reading goals and create a plan to meet those goals.

With full implementation, seventh grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

1.2.1, 1.4.2, 1.4.3, 2.2.1, 2.2.2, 2.3.2, 3.1.1, 3.2.2, 4.2.1Essential components to support the learning progression in the implementation of the Common Core State Standards.

College and Career Readiness Anchor Standards for WritingText Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or

texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and

to interact and collaborate with others.

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on

focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. 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 tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

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Writing StandardsText Types and Purposes

Current Washington Standards Common Core State StandardsStudents currently:3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.3.1.2 Analyzes and selects an effective organizational structure.3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

Students Need to:1. Write arguments to support claims with clear reasons and relevant

evidence.a. Introduce claim(s), acknowledge alternate or opposing claims,

and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence,

using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.

Students currently:3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.—2a, 2b, 2d3.1.2 Analyzes and selects an effective organizational structure.—2a, 2c, 2f3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.—2d3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.2e

Student Need to:2. Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. 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.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

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d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and

supports the information or explanation presented.Students currently:3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.2a3.1.2 Analyzes and selects an effective organizational structure.2a, 2c,2e3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.2b3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.2d

Student Need to:3.Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured event sequences.a. 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.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Production and Distribution of WritingCurrent Washington Standards Common Core State StandardsStudents currently:1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.

An Overview of Student Writers in OSPI GLE book, page 11

Students need to: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.)

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Students currently:1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.1.2.1 Analyzes task and composes multiple drafts when appropriate.1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.1.4.1 Edits for conventions (see 3.3).3.3.2 Spells accurately in final draft.3.3.3 Applies capitalization rules.3.3.4 Applies punctuation rules.3.3.5 Applies usage rules.

Student Need to:5.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)

Students currently:1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.3.3.8 Applies conventional forms for citations.

Student Need to:6.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 KnowledgeCurrent Washington Standards Common Core State StandardsStudents currently:2.3.1 Uses a variety of forms/genres.

Students Need to:7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Students currently:1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.4.1.1 Analyzes and evaluates writing using established criteria.3.3.8 Applies conventional forms for citations.

Student Need to:8 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.

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Students currently:Reading 2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.Reading 2.17 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

Student Need to:9. Draw evidence from literary or informational texts to support

analysis, reflection, and research.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”).

b. 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”).

Range of WritingCurrent Washington Standards Common Core State StandardsStudents currently:1.2.1 Analyzes task and composes multiple drafts when appropriate.2.2.1 Demonstrates understanding of different purposes for writing.2.1.1 Applies understanding of multiple and varied audiences to write effectively.1.6.3 Uses knowledge of time constraints to adjust writing process.1.6.1 Applies understanding of the recursive nature of writing process.

Page 11 overview in OSPI Writing book

Students need to: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.

With full implementation, fifth grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

Essential components to support the learning progression in the implementation of the Common Core State Standards.

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College and Career Readiness Anchor Standards for Speaking and ListeningComprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners

can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening StandardsComprehension and Collaboration

Current Washington Standards Common Core State StandardsStudents currently:1.1.1 Applies a variety of listening strategies to accommodate the listening situation.1.1.2 Applies a variety of listening and observation skills/strategies to interpret information.1.2.1 Analyzes relationships within and between visual and auditory information. For CCSS 1a2.2.1 Uses communication skills that demonstrate respect. CCSS 1b2.2.2 Applies skills and strategies to contribute responsibly in a group setting.4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication. 1b2.3.1 Understands cultural/individual perspectives and assumptions and how they influence intercultural communication.2.3.2 Applies intercultural communication strategies.

SL1Students Need to:

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.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.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

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.Acknowledge new information expressed by others and, when warranted, modify their own views.

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Students currently:1.2.1 Analyzes relationships within and between visual and auditory information.

SL2Students need to: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.

Students currently:1.2.2 Analyzes mass media for bias and the use of persuasive techniques.4.1.2 Analyzes and evaluates strengths and weaknesses of others’ formal and informal communication using own or established criteria.

SL3 Students need to:Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and IdeasCurrent Washington Standards Common Core State StandardsStudents currently:3.1.1 Applies skills to plan and organize effective oral c3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations.

SL 4 Students need to: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.

Students currently:3.2.1 Uses available technology and resources to support or enhance a presentation.

SL 5 Students need to:Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Students currently:3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations.2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.

SL 6 Students need to: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 53 for specific expectations.)

With full implementation, seventh grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses. Component 4

Essential components to support the learning progression in the implementation of the Common Core State Standards.

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College and Career Readiness Anchor Standards for LanguageConventions of Standard English1. Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

Knowledge of Language3. Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Language StandardsConventions of Standard English

Current Washington Standards Common Core State StandardsStudents currently:3.3.5 Applies usage rules.3.2.3 Uses a variety of sentences.

Students need to:1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their

function in specific sentences.b. Choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Move students to 9/10 GLE 3.3.5, Look across—GLE 3.2.3 6th grade and up

Uses resources to check usage

Students currently: Students need to:

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3.3.2 Spells accurately in final draft.3.3.3 Applies capitalization rules.3.3.4 Applies punctuation rules.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.Knowledge of Language

Current Washington Standards Common Core State StandardsStudents currently:Writing 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas.Communication 3.1.1 Applies skills to plan and organize effective oral communication and presentation.

Students need to:3. Use knowledge of language and its conventions when writing,

speaking, reading, or listening.a. Choose language that expresses ideas precisely and concisely,

recognizing and eliminating wordiness and redundancy.*

Vocabulary Acquisition and UseCurrent Washington Standards Common Core State StandardsStudents currently:Reading 1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.Reading 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. Reading 1.2.1 Understand and apply dictionary skills and other reference skills.

Students need to: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.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.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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.

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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).

Students currently:Reading 1.2.1 Understand and apply dictionary skills and other reference skills.Writing 4.1.1 Analyzes and evaluates writing using established critReading 2.4.2 Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience. 2.3.3 Understand the functions (to make the story more interesting and convey a message) of literary devices.

Students need to:5. Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, biblical, and

mythological allusions) in context.b. Use the relationship between particular words (e.g.,

synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Move students to GLE Writing 3.3.2 8th grade and 9/10, Reading 2.4.2 Grade 9/10

Students currently:Reading 1.3.1 Understand and apply new vocabulary.Reading 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text. Reading 1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.Writing 3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.Writing 4.1.1 Analyzes and evaluates writing using established criteria.

6.Students need to: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.

With full implementation, seventh grade teachers will no longer be responsible for teaching students the following parts of, or full, standards listed below. The grade level where these standards will be emphasized is in parentheses.

June 2011 Grade 7 Page 17

Essential components to support the learning progression in the implementation of the Common Core State Standards.

June 2011 Grade 7 Page 18