NECAP/GLE Power
Standards Grade 7 Reading
R2
Students identify the meaning of unfamiliar vocabulary by
R2.1 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) (Local)
R4 Demonstrate initial understanding of
elements of literary texts by
R4.1 Identifying or describing character(s),
setting, problem/ solution, or plots/subplots, as appropriate to text;
or identifying any significant changes in character or setting over time; or
identifying rising action, climax, or falling action (Local)
R84.2 Paraphrasing or summarizing key
ideas/plot, with major events sequenced, as appropriate to text (Local)
R-84.3 Generating questions before, during, and
after reading to enhance//expand
understanding and /or gaining new information (Local)
R--84.4 Identifying the characteristics of a
variety of types/genres of literary text (e.g., literary
texts: poetry, plays, fairytales,
fantasy, fables, realistic fiction, folktales, historical fiction, mysteries,
science fiction, myths, legends, short stories, epics (poems, novels, dramas)
(Local)
R84.5 Identifying literary devices as
appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery,
metaphors, flashback, onomatopoeia, repetition, personification, or hyperbole
(Local)
R6 Analyze and interpret authors craft, citing
evidence where appropriate by
R6.1 Demonstrating knowledge of authors
style or use of literary elements and devices (e.g., imagery, repetition,
flashback, foreshadowing, personification, hyperbole, symbolism, or use of
punctuation) to analyze literary works.
R7
Demonstrate initial understanding of informational texts (expository and
practical texts) by
R77.1 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)
R77.2 Using
information from the text to answer questions, to state the
main/central ideas, or to provide supporting details (State)
R-7-7.4 Generating questions before, during, and
after reading to enhance understanding and recall; expand understanding and/or
gain new information (Local)
R-7-7.5
Identifying the characteristics of a variety of types of text (e.g., reference:
thesauruses, reports, magazines, newspapers, textbooks, biographies,
autobiographies, Internet websites, public documents and discourse, essays,
articles, technical manuals; and practical/functional: procedures/instructions, announcements,
invitations, book orders, recipes, menus, advertisements, pamphlets) (Local)
R8
Analyze and interpret informational text, citing evidence as appropriate by
R78.1 Explaining connections about
information within a text, across texts, or to related ideas (State)
R78.2 Synthesizing and evaluating
information within or across text(s) (e.g., constructing appropriate titles; or
formulating assertions or controlling ideas (State)
R78.3 Drawing inferences about text, including
authors 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)
R78.4 Distinguishing fact from opinion, and
identifying possible bias/propaganda or conflicting information within or
across texts (State)
R78.5 Making inferences about causes or
effects (State)
R-7-8.6 Evaluating the
clarity and accuracy of information
(Local)
NECAP/GLE Power Standards Grade 7 Writing
W1
Students demonstrate command of the structure of sentences, paragraphs, and
text by
W71.1 Using
varied sentence length and structure to enhance meaning (including phrases and
clauses)
W71.2 Using
the paragraph form: indenting, main idea, supporting ideas
W71.3 Recognizing
organizational structures within paragraphs or within texts.
W71.4 Applying
a format and text structure
appropriate to the purpose of writing.
W2
In response to literary of informational text, students show understanding of
plot/ideas/concepts by
W22.1 Selecting
and summarizing key ideas to set context.
W22.3 Connecting
what has been read (plot/ideas/concepts) to prior knowledge, other texts, or
the broader world of ideas by referring to and explaining relevant
ideas.
W4
In written narratives, students organize and relate a story line/plot/series of
events by
W74.1 Creating
a clear and coherent (logically consistent) story line.
W74.2 Establishing
context, character motivation problem/conflict/challenge, and resolution
and maintaining point of view.
W74.3 Using
a variety of effective transitional devices (e.g. ellipses, time transitions,
white space, or words/phrases) to enhance meaning.
W5
Students demonstrate use of narrative strategies by
W75.1 Using
relevant and descriptive details and sensory language to advance the plot/story
line
W75.2 Using
dialogue to advance plot/story line
W75.3 Developing
characters through description, dialogue, and actions
W75.4 Using
voice appropriate to purpose
W75.5 Maintaining
focus
W8
In informational writing, students demonstrate use of a range of elaboration
strategies by
W78.1 Including
facts and details relevant to focus/controlling idea, and excluding extraneous
information (State)
·W78.2 Including sufficient details or facts for appropriate depth of
information: naming, describing, explaining,
comparing, use of visual images (State)
W78.3 Addressing
readers concerns (including counterarguments in persuasive writing;
addressing potential problems in procedures; providing context in reports)
(State)
W78.4 Commenting
on the significance of information, when appropriate (State)
W9
In independent writing, students demonstrate command of appropriate English
conventions by
W79.1 Applying rules of standard English usage to correct grammatical
errors
W79.2 Applying capitalization rules (State)
W79.4 Applying
appropriate punctuation to various sentence patterns to enhance meaning
(State)
W79.5 Correctly
spelling grade-appropriate, high-frequency words and applying conventional
spelling patterns/rules (State)