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 Reading
Key Ideas and Details
1. 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 Structure
4. 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 Ideas
7. 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 Complexity
10. 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.
June 2011
Grade 7
Page 1
.
Current Washington Standards
Reading Standards for Literature
Key Ideas and Details
Common Core State Standards
Students 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 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.?
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 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.
Key ideas will be found in current Evidence of Learning for these
GLEs.
Students currently:
2.2.3: Understand and analyze story elements.
Notable change: analysis—look at 2.4 GLEs
Key ideas will be found in current Evidence of Learning for these
Notable changes: analysis, Look at 2.3.3 and 2.2.3—Grade 9/10 GLE.
June 2011
Grade 7
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).
Page 2
Get some good plays to read with students—Springboard, READ
magazine
GLEs.
Current Washington Standards
Craft and Structure
Common Core State Standards
Students 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 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.
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 need to:
RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
Key ideas will be found in current Evidence of Learning for these
GLEs.
Students currently:
2.2.3: Understand and analyze story elements.
Notable change: to 3.4.2 at Grade 9/10. WA students need to read
more plays
Students need to:
RL7.6: Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text
Key ideas will be found in current Evidence of Learning for these
GLEs.
Notable changes: Look at 2.2.3 Grades 8 and 9/10
Current Washington Standards
Integration of Knowledge and Ideas
Common Core State Standards
Students currently:
June 2011
Students need to:
Grade 7
Page 3
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.
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).
Key ideas will be found in current Evidence of Learning for these
GLEs.
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.
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 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.
Key ideas will be found in current Evidence of Learning for these
GLEs.
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 Complexity
Current Washington Standards
Common Core State Standards
Students currently:
4.1.2: Evaluate reading progress and apply strategies for setting gradelevel appropriate reading goals.
2.1: Demonstrate evidence of reading comprehension.
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.
Key ideas will be found in current Evidence of Learning for these
Notable change: classes with extensive libraries, give opportunities
GLEs.
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.
June 2011
Grade 7
Page 4
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
Current Washington Standards
Reading Standards for Informational Text
Key Ideas and Details
Common Core State Standards
Students currently:
Students Need to:
2.1.5: Apply comprehension monitoring strategies before, during, and
RI 7.1: Cite several pieces of textual evidence to support analysis of
after reading: predict and infer.
what the text says explicitly as well as inferences drawn from the 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 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.
Notable change: analysis.
Key ideas will be found in current Evidence of Learning for these
GLEs.
Students currently:
2.3.1 Analyze informational/expository text and literary/narrative text
for similarities and differences and cause and effect relationships.
Notable changes: analysis
June 2011
Grade 7
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.
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).
Page 5
Key ideas will be found in current Evidence of Learning for these
GLEs.
Current Washington Standards
No notable changes from current Washington State Learning
Standards.
Craft and Structure
Common Core State Standards
Students 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.
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.
Key ideas will be found in current Evidence of Learning for these
GLEs.
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.
Move students to this very specific activity—GLEs are very broad
here
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.
Key ideas will be found in current Evidence of Learning for these
GLEs.
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.
Notable change: Move students to analysis of text structures
Key ideas will be found in current Evidence of Learning for these
Notable change: Move students to this particular activity—GLEs are
June 2011
Grade 7
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.
Page 6
GLEs.
Current Washington Standards
broader
Integration of Knowledge and Ideas
Common Core State Standards
Students 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.
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).
Key ideas will be found in current Evidence of Learning for these
GLEs.
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 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.
Notable changes: more specific activities to match this CCSS—GLEs
are broader.
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.
Key ideas will be found in current Evidence of Learning for these
GLEs.
Notable changes Move students to Grade 9/10 2.4.7, find materials
for this—Help!
Notable changes: Move students to analysis of expository, persuasive
and arguments.
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.
Range of Reading and Level of Text Complexity
Current Washington Standards
Common Core State Standards
June 2011
Grade 7
Page 7
Students currently:
4.1.2: Evaluate reading progress and apply strategies for setting gradelevel 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, 4.2.1
Essential components to support the learning progression in the implementation of the Common Core State Standards.
College and Career Readiness Anchor Standards for Writing
Text 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.
Research to Build and Present Knowledge
7. 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.
Production and Distribution of Writing
4. 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.
Range of Writing
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 tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
June 2011
Grade 7
Page 8
Current Washington Standards
Writing Standards
Text Types and Purposes
Common Core State Standards
Students 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 currently:
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using
specific, relevant details and/or examples.—2a, 2b, 2d
3.1.2 Analyzes and selects an effective organizational structure.—2a,
2c, 2f
3.2.2 Analyzes and selects language appropriate for specific audiences
and purposes.—2d
3.2.1 Applies understanding that different audiences and purposes
affect writer’s voice.2e
June 2011
Grade 7
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.
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.
Page 9
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.
Student Need to:
3.Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and wellstructured 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.
d.
Students currently:
3.2.1 Applies understanding that different audiences and purposes
affect writer’s voice.2a
3.1.2 Analyzes and selects an effective organizational structure.2a,
2c,2e
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using
specific, relevant details and/or examples.2b
3.2.2 Analyzes and selects language appropriate for specific audiences
and purposes.2d
Current Washington Standards
Production and Distribution of Writing
Common Core State Standards
Students currently:
1.3.1 Revises text, including changing words, sentences, paragraphs,
and ideas.

An Overview of Student Writers in OSPI GLE book, page
11
June 2011
Grade 7
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.)
Page 10
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.
Current Washington Standards
Research to Build and Present Knowledge
Common Core State Standards
Students currently:
2.3.1 Uses a variety of forms/genres.
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.
June 2011
Grade 7
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.
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.
Page 11
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.
Current Washington Standards
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 Writing
Common Core State Standards
Students 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.
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.
 Page 11 overview in OSPI Writing book
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.
June 2011
Grade 7
Page 12
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. 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.
Current Washington Standards
Speaking and Listening Standards
Comprehension and Collaboration
Common Core State Standards
Students 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 1a
2.2.1 Uses communication skills that demonstrate respect. CCSS 1b
2.2.2 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. 1b
2.3.1 Understands cultural/individual perspectives and assumptions
and how they influence intercultural communication.
2.3.2 Applies intercultural communication strategies.
June 2011
Presentation of Knowledge and Ideas
4. 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.
Grade 7
SL1Students Need to:
1. Engage effectively in a range of collaborative discussions (one-onone, 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.
Page 13
Students currently:
1.2.1 Analyzes relationships within and between visual and auditory
information.
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.
Current Washington Standards
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.
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 Ideas
Common Core State Standards
Students currently:
3.1.1 Applies skills to plan and organize effective oral c
3.3.1 Applies skills and strategies for the delivery of effective oral
communication and presentations.
Students currently:
3.2.1 Uses available technology and resources to support or enhance a
presentation.
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 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.
SL 5 Students need to:
Include multimedia components and visual displays in presentations to
clarify claims and findings and emphasize salient points.
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.
June 2011
Grade 7
Page 14
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. 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 Language
3. 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
Current Washington Standards
Vocabulary Acquisition and Use
4. 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 domainspecific 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 Standards
Conventions of Standard English
Common Core State Standards
Students 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 compoundcomplex 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:
June 2011
Students need to:
Grade 7
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3.3.2 Spells accurately in final draft.
3.3.3 Applies capitalization rules.
3.3.4 Applies punctuation rules.
Current Washington Standards
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
Common Core State Standards
Students 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.
Current Washington Standards
Vocabulary Acquisition and Use
Common Core State Standards
Students 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.
June 2011
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.*
Grade 7
Students need to:
4. Determine or clarify the meaning of unknown and multiplemeaning 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.
Page 16
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 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).
d.
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 crit
Reading 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 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.
Move students to GLE Writing 3.3.2 8th grade and 9/10, Reading 2.4.2
Grade 9/10
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