This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Crosswalk: English Language Arts and Reading (ELAR)
Common Core State Standards (CCSS, 2010) and
North Carolina Standard Course of Study (NCSCOS, 2004)
Overview
North Carolina students have the opportunity to benefit from standards that were developed using the most effective academic
standards from across the country and around the world. These standards are aligned with college and work ready expectations,
include rigorous content and application of knowledge through higher order thinking skills, are internationally benchmarked, and are
evidence and/or research-based. Rooted in the criteria of “fewer, clearer, higher,” the Common Core State Standards (CCSS, 2010)
reflect a strong belief that fewer core standards allow a deeper focus on essential knowledge and skills, that clearer standards can be
implemented with rigor and instructional creativity, and that higher standards help all students to learn deeper content knowledge and
acquire meaningful authentic skills needed to achieve in a 21st century global society.
The College and Career Readiness (CCR) standards anchor the CCSS 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. The K–12 grade-specific
standards define end-of-year expectations and a cumulative progression designed to enable students to meet college and career
readiness expectations no later than the end of high school. The CCSS set grade-level English Language Arts (ELA) requirements for
grades K-8 and grade bands for 9-10 and 11-12. The expectations are organized into the strands of Reading, Writing,
Speaking/Listening, and Language.
The Reading standards establish a staircase of increasing complexity in what students must be able to read and comprehend in order to
meet the demands of college and career level texts. The Writing standards promote writing throughout the grade levels by fostering
the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. The Speaking and
Listening standards require that students be able to gain, evaluate, and present increasingly complex information, ideas, and evidence.
The Language standards include vocabulary and convention standards. Although Language standards are identified in a separate
1
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
strand, they should not be taught, learned, and implemented in isolation but should be used and developed throughout reading, writing,
speaking, and listening.
The emphasis that the Common Core State Standards (CCSS) place on informational texts is directed toward the sum of student
reading – not just the reading in ELA setting. “The Standards insist that instruction in reading, writing, speaking, listening, and
language be a shared responsibility within the school.” Literacy in (not mastery of) subjects other than English is expected of students
studying under the teaching and learning expectations of the Common Core State Standards (CCSS, 2010). Competency in this
expanded view of literacy enriches the student’s communication skills and the audience’s knowledge and appreciation. It is expected
that teachers in all subjects will understand and accept that teaching literacy is a shared responsibility.
This crosswalk reflects a comparison between the Common Core State Standards (CCSS, 2010) for English Language Arts (ELA) and
the North Carolina Standard Course of Study (NCSCOS, 2004) for English/Language Arts (ELA). It is designed as a resource to
inform educators about how the current North Carolina ELA standards align with the CCSS ELAR standards.
www.corestandards.org
http://www.gatesfoundation.org/learning/Pages/2010-fewer-clearer-standards.aspx
http://www.achieve.org/files/AchievingCCSS-ELAFINAL.pdf
2
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Key Ideas and Details
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Cite several pieces of textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
1.02 Respond to expressive materials that are read,
heard, and/or viewed by:
drawing inferences and/or conclusions.
The Common Core State Standard (CCSS) expects
students to communicate explicit findings from texts
and be able to communicate inferences from texts.
3.01 Explore and analyze argumentative works that are
read, heard, and/or viewed by:
identifying the arguments and positions stated or
implied and the evidence used to support them
drawing inferences.
1.02 Respond to expressive materials that are read,
heard, and/or viewed by :
determining the main idea and/or significance of
events.
CCSS does not specify types of text.
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.
3.01 Explore and analyze argumentative works that are
read, heard and/or viewed by:
summarizing the author’s purpose and stance.
CCSS does not specify types of text.
CCSS stresses objective summary.
CCSS identifies the theme or central idea of the
overall text.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing themes and central ideas in literature and
other texts in relation to personal
issues/experiences.
3. Analyze how particular elements of a
story or drama interact (e.g., how setting
shapes the characters or plot).
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by :
3
CCSS emphasizes how elements interact within a
text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
analyzing the connections of relationships between
and among characters, ideas, concepts, and/or
experiences.
4
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Craft and Structure
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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 repetition of
sounds (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or
drama.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects on texts of such literary
devices as figurative language, dialogue, flashback,
allusion, and irony.
CCSS emphasizes both figurative and connotative
meanings.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
analyzing how the author’s choice and use of a
genre shapes the meaning of the literary work.
5. Analyze how a drama’s or poem’s form or
structure (e.g., soliloquy, sonnet) contributes
to its meaning.
6. Analyze how an author develops and
contrasts the points of view of different
characters or narrators in a text.
4.02 Develop (with assistance) and apply appropriate
criteria to evaluate the quality of the communication by:
using knowledge of language structure and literary
or media techniques.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
analyzing what genre specific characteristics have
on the meaning of the work.
1.01 Narrate an expressive account which:
engages the reader/listener by establishing a context
and creating a point of view
3.01 Explore and analyze argumentative works that are
read, heard and/or viewed by:
5
CCSS does not specify types of text.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
examining the importance and impact of
establishing a position or point of view
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects of such elements as plot,
theme, point of view, characterization, mood, and
style.
6
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Integration of Knowledge and Ideas
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
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).
4.01 Analyze the purpose of the author or creator by
understanding the effects of the author’s craft on
the read/viewer/listener
Comments
4.02 Develop (with assistance) and apply appropriate
criteria to evaluate the quality of the communication by:
using knowledge of language structure and literary
or media techniques
8. (Not applicable to literature)
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.
1.02 Respond to expressive materials that are read,
heard, and/or viewed by:
comparing and/or contrasting information
7
CCSS compares historical accounts.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Range of Reading and Level of Text Complexity
Reading Standards for Literature
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program.
CCSS refers to the 6-8 text complexity band as well
as scaffolding. Standard 10 defines a staircase of
increasing text complexity throughout grades which
requires increasing sophistication in students’
reading comprehension ability.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry).
8
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Key Ideas and Details
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
1. Cite several pieces of textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from
the text.
2.01 Respond to informational materials that are read,
heard, and/or viewed by:
drawing inferences and/or conclusions
determining importance of information
CCSS focuses on citing multiple sources.
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.
2.01 Respond to informational materials that are read,
heard, and/or viewed by:
summarizing information
CCSS focuses on central idea developments
throughout text.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing themes and central ideas in literature and
other texts in relation to personal
issues/experiences.
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).
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects of such elements as plot,
theme, point of view, characterization, mood, and
style.
9
CCSS emphasizes comparing two or more elements
of texts.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Craft and Structure
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
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.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
evaluating how the author’s choice and use of a
genre shapes the meaning of the literary work.
Comments
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.
2.01 Respond to informational materials that are read,
heard, and/or viewed by:
analyzing the characteristics of informational
works.
CCSS emphasizes analyzing the text as a whole.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through
analyzing how the author’s choice and use of a
genre shapes the meaning of the literary work.
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.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
analyzing the effects of such elements as plot,
theme, point of view, characterization, mood, and
style.
10
CCSS extends the analysis to include author’s point
of view to that of others
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Integration of Knowledge and Ideas
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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).
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials) through:
evaluating information for extraneous details,
inconsistencies, relevant facts, and organization.
CCSS is specific using web 2.0 tools.
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.
3.01 Explore and analyze argumentative works that are
read, heard, and/or viewed by:
identifying the arguments and positions stated or
implied and the evidence used to support them.
recognizing bias, emotional factors, and/or semantic
slanting.
examining the importance and impact of
establishing a position or point of view.
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.
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletter, and
infomercials) through:
comparing, contrasting, and evaluating information
from different sources about the same topic.
11
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Range of Reading and Level of Text Complexity
Reading Standards for Informational Text
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program.
CCSS refers to the 6-8 text complexity band as well
as scaffolding. Standard 10 defines a staircase of
increasing text complexity throughout grades which
requires increasing sophistication in students’
reading comprehension ability.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry).
12
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Text Types and Purposes
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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.
e. Provide a concluding statement or
section that follows from and supports
the argument presented.
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
3.02 Explore and analyze the problem-solution process
by:
constructing essays/presentations that respond to a
given problem by proposing a solution that includes
relevant details.
recognizing and/or creating an organizing structure
appropriate to purpose/audience/and context.
CCSS provides specific writing steps in developing
an argumentative response (beginning, middle, and
end).
2.02 Use multiple sources of print and non-print
information in designing and developing
informational materials (such as brochures,
newsletters, and infomercials)
CCSS provides specific writing steps in developing
an informative or explanatory response (beginning,
middle, and end).
13
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
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.
d. Use precise language and domainspecific 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.
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
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
1.01 Narrate an expressive account which:
creates a coherent organizing structure appropriate
to purpose, audience, and context.
orients the reader/listener to the scene, the people,
and the events.
engages the reader/listener by establishing a c
context and creating a point of view.
CCSS provides specific writing steps in developing a
narrative response (beginning, middle, and end).
14
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
c.
d.
e.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
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.
15
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Production and Distribution of Writing
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
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.)
3.02 Explore and analyze the problem-solution process
by:
recognizing and/or creating an organizing structure
appropriate to purpose/audience/and context.
Comments
3.03 Study and create argument that evaluate by:
creating an organizing structure appropriate to
purpose, audience, and context.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
extending understanding by creating products for
different purposes, different audiences, and within
various contexts.
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.
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.
New expectation in CCSS. Emphasis on a writing
process.
2.02 Use multiple sources of print and no-print
information in designing and developing informational
materials through:
comparing, contrasting, and evaluating information
from different sources about the same topic
16
CCSS specifies the use of technology and citing
sources to produce and publish writing.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Research to Build and Present Knowledge
Writing Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
7. Conduct short research projects to answer
a question, drawing on several sources and
generating additional related, focused
questions for further research and
investigation.
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials) through:
identifying and using appropriate primary and
secondary sources.
CCSS provides research procedures.
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.
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
2.02 Use multiple sources of print and non-print
information in designing and developing informational
materials (such as brochures, newsletters, and
infomercials).
CCSS stresses the use of a research process.
2.01Respond to informational materials that are red,
heard, and/or viewed by:
determining the importance of information
CCSS specifies using evidence from texts to support
analysis, reflection, and research.
5.02 Study the characteristics of literary genres through:
analyzing what genres specific characteristics have
on the meaning of the work
analyzing how the author’s choice and use of a
genre shapes the meaning of the literary work
3.03Study and create arguments that evaluate by:
justifying the judgment with logical, relevant
reasons, clear examples, and supporting details
17
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
reasoning is sound and the evidence is
relevant and sufficient to support the
claims”).
18
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
New expectation in CCSS – focuses on extensive
writing over both short periods of time and long
periods of time.
Range of Writing
Writing Standards
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.
19
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Comprehension and Collaboration
Speaking and Listening Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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.
d. Acknowledge new information
expressed by others and, when
warranted, modify their own views.
2. 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,
1.03 Interact in group setting by:
responding appropriately to comments and
questions.
CCSS provides specifics on collaborative discussion
procedures.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
engaging in small group discussions.
5.01 Increase fluency, comprehension, and insight
through a meaningful and comprehensive literacy
program by:
extending understanding by creating products for
20
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
text, or issue under study.
3. Delineate a speaker’s argument and
specific claims, evaluating the soundness of
the reasoning and the relevance and
sufficiency of the evidence.
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
different purposes, different audiences and within
various contexts.
3.01 Explore and analyze argumentative works that are
read, heard and/or viewed by:
identified the arguments and positions stated or
implied and the evidence used to support them.
examining the importance and impact of
establishing a position or point of view.
21
CCSS specifies speaker’s argument.
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Presentation of Knowledge and Ideas
Speaking and Listening Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
4. 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.
3.03 Study and create arguments that evaluate by:
justifying the judgment with logical, relevant
reasons, clear examples, and supporting details.
CCSS includes appropriate public speaking criteria.
5. Include multimedia components and
visual displays in presentations to clarify
claims and findings and emphasize salient
points.
2.02 Use multiply sources or print and non-print
information in designing and developing information
materials.
CCSS clarifies that a student use the multimedia
components to clarify and emphasize significant
points of project.
6. Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
6.01 Model an understanding of conventional written
and spoken expression by:
determining when and where dialects and
standard/nonstandard English usage are appropriate.
choosing language that is precise , engaging, and
well suited to the topic and audience.
22
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Conventions of Standard English
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
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.*
6.01 Model an understanding of conventional written
and spoken expression by:
using a variety of sentence correctly, punctuating
them properly, and avoiding fragments and run-ons.
using phrases and clauses correctly, including
proper punctuation (e.g., prepositional phrases,
appositives, dependent and independent clauses.
Comments
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.
6.02 Continue to identify and edit errors in spoken and
written English by:
using common spelling rules, applying common
spelling patterns, and developing and mastering an
individualized list of words that are commonly
misspelled.
producing final drafts/presentations that
demonstrate accurate spelling and the correct use of
punctuation, capitalization,, and format.
23
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Knowledge of Language
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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.*
6.01 Model an understanding of conventional written
and spoken expression by:
applying language conventions and usage during
oral presentations.
choosing language that is precise, engaging, and
well suited to the topic and audience.
CCSS includes omitting wordiness and redundancy.
24
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Grade 7
Cluster
Vocabulary Acquisition and Use
Language Standards
Strand
Common Core State Standards (CCSS, 2010)
NC Standard Course of Study (NCSCOS, 2004)
Standard
Objective
Comments
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.
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).
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
6.01 Model an understanding of conventional written
and spoken expression by:
determining the meaning of unfamiliar vocabulary
words using context clues, a dictionary, a glossary,
a thesaurus, and/or structural analysis (root,
prefixes, suffixes) of words.
extending vocabulary knowledge by learning and
using new words.
CCSS provides specificity.
6.01 Model an understanding of conventional written
and spoken expression by:
applying the parts of speech to clarify language
usage.
experimenting with figurative language and speech
CCSS provides specificity.
25
This document is designed to help North Carolina educators teach the Common Core. NCDPI staff are continually updating and improving these
tools to better serve teachers.
Cluster
Strand
Common Core State Standards (CCSS, 2010)
Standard
b.
c.
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).
NC Standard Course of Study (NCSCOS, 2004)
Objective
Comments
patterns.
6. Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
New expectation in CCSS.
26