PRIORITIZED STANDARDS
LAL GRADE 7
CPI 3.1.7F1 Develop an extended vocabulary through both listening and independent reading
Secure
Developing
Beginning
♦ Create/generate sentences
using new words identified
from reading a text*
♦ After reading a text, student
will identify one synonym and
one antonym for each of the
vocabulary words from the
text (e.g., make a thesaurus)*
♦ Match a sentence with
unknown word(s) highlighted to
the picture that best represents
that sentence*
♦ While reading a text, identify
new words and their meanings
using the given context*
♦ Match a new word, heard or
read, to its meaning (e.g., given a
word, match it to the picture card
that best shows its definition)
CPI 3.1.7F2 Clarify word meanings through the use of a word’s definition, example,
Restatement, or contrast
Secure
Developing
Beginning
♦ After reading a text,
identify an unknown word
and the restatement from
the text that helps clarify its
meaning (e.g., given the
following sentences from a
text, “The man was irate
when he lost his computer. He
sure was angry.” student will
highlight “irate” and “angry”)*
♦ After reading a text, student
will identify and define the
words he/she didn’t
understand and record the
identified words for future
reference (e.g., on a chart or
word wall, in a journal)
♦ Use illustrations from text
to determine the meaning
of a new word
♦ After reading a text,
identify an unknown word
and the contrast that helps
clarify its meaning (e.g.,
given the following
sentence from a text, “Sam
was lethargic, nothing like
Sue, who ran around and
was full of energy.”,
student will underline
“lethargic” and “full of
energy” or “ran around”)
♦ After reading a text, match a
word to its definition or
restatement
♦ After reading a text, match a
word to its correct use in another
context (e.g., after reading the
word “lethargic”
in a text, match it to the
correct use in another
context: 1) The lethargic
dog was running around. 2)
The lethargic dog was
sleeping. 3) The lethargic
dog was barking.)
♦ After reading a text,
student will complete a
graphic organizer that
matches a word to its
example from a text
CPI 3.1.7F3 Clarify pronunciations, meanings, alternate word choice, parts of speech, and
etymology of words using the dictionary, thesaurus, glossary, and technology resources
Secure
Developing
Beginning
♦ Use a dictionary to define new
words found when reading a text
(e.g., student identifies new
words during reading and
defines them using a hard copy
or electronic dictionary)
♦ Use a thesaurus to find and use
new words in writing (e.g.,
student uses the word “good”
several times in a piece of
writing and uses a hard copy or
electronic thesaurus to find
appropriate synonyms)
♦ Use a dictionary to define
given words and identify their
parts of speech–must include
noun, verb, adjective, adverb*
♦ Given words, use a thesaurus
and make a list of other words
with similar meanings*
♦ Identify a dictionary,
glossary, and thesaurus and
their uses*
♦ Use a thesaurus to find
given words (e.g., given the
word “nice”, locate the word
in the thesaurus)
♦ Use guide words in a
dictionary to find given
words
CPI 3.1.7G5 Analyze ideas and recurring themes found in texts, such as bravery, loyalty,
friendship, and loneliness
Secure
Developing
Beginning
♦ Identify the theme and provide
supporting details or examples
from the text*
♦ Identify a theme and provide
examples of character actions that
illustrate that theme* ♦ Identify
the central idea of an
informational essay and provide
supporting details or examples
from the text*
♦ Given the theme, identify
examples of the theme in the
text (e.g., Harry Potter and
the Sorcerer’s Stone—theme
is good vs. evil; given a choice
of three scenes from the book,
student chooses when Harry
fights Voldemort)
♦ Categorize stories by their
themes
♦ Identify the theme in a given
work of fiction
♦ Identify the central idea in a
given informational text
♦ Match common themes to
their definitions (e.g., bravery,
loyalty, friendship, loneliness,
good vs. evil)
CPI 3.1.7G13 Identify and understand the author’s use of idioms, analogies, metaphors, and
similes in prose and poetry
Secure
Developing
Beginning
♦ After reading a text, match
idioms from the text to
their meanings (e.g.,
“raining cats and dogs” to
“raining very hard”)
♦ Explain why an author
might use a particular
example of figurative
language (e.g., Langston
Hughes’ poem, “A Dream
Deferred”––why would he
use the simile “like a raisin
in the sun” and not “like a
worm in the sun”?)*
♦ Identify idioms in prose
and poetry
♦ Identify similes in prose
and poetry
♦ Identify metaphors in
prose and poetry
♦ Identify analogies in
prose and poetry
♦ List examples of
similes, metaphors,
analogies, and/or idioms
♦ Identify idioms (e.g., match
example to term; answer
yes/no based on examples)
♦ Identify analogy (e.g.,
match example to term;
answer yes/no based on
examples)
♦ Identify metaphor (e.g.,
match example to term;
answer yes/no based on
examples)
♦ Identify simile (e.g., match
example to term; answer
yes/no based on examples)
CPI 3.1.7G16 Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures)
and make judgments about the importance of such documents
Secure
Developing
Beginning
♦ Use brochures and other relevant
materials to choose and plan an
activity and judge the usefulness of
the materials (e.g., choose and plan a
vacation destination, the best
restaurant for dining, or a place to
donate time or money, and then
answer questions or use a
predetermined rubric to judge the
usefulness of the materials used)
♦ Compare two sets of directions
from two different everyday texts to
complete a task and answer
questions to show the most useful
set (e.g., a highlighted map and
MapQuest)
♦ Follow multiple-step, written
directions found in everyday
texts to complete a task (e.g.,
make a paper airplane, find a
room)*
♦ Use a schedule to plan a trip
or activity (e.g., use a train
schedule to plan when to go to
the planetarium and what time
to leave)
♦ Follow simple multistep,
written directions found in
everyday texts*
♦ Given a scenario, match
an everyday text to its
purpose (e.g., “I am going
to take the train home.”
matched with a train
schedule)
CPI 3.2.7A1 Write stories or scripts with well-developed characters, setting, dialogue, clear
conflict and resolution, and sufficient descriptive detail
Secure
Developing
Beginning
♦ Write a story that includes
well developed characters, a
setting, and a clear conflict and
resolution rubric
♦ Write a script that includes at
least two characters, dialogue,
and a clear conflict and
resolution rubric
♦ Outline a story with two
characters, a setting, and
conflict and resolution, using
descriptive detail*
♦ Write a short script that
includes two or more
characters rubric
♦ Given a prompt, develop a
clear conflict and resolution
rubric ♦ After reading a story or
script, identify the story elements
that explain or describe the
conflict and resolution
♦ Plan a story or script, including
characters, setting, and conflict
and resolution
♦ After reading a story or script,
identify the characters by their
traits through actions, thoughts,
and dialogue
CPI 3.2.7A2 Write multi-paragraph compositions that have clear topic development, logical
organization, effective use of detail, and variety in sentence structure
Secure
Developing
Beginning
♦ Write a composition that has a
thesis statement with clear topic
development and logical
organization (e.g., “My town has
the best entertainment, schools, and
people.”, and then each section
addresses those issues in turn)
rubric
♦ Write a composition that has three
supporting details, a variety of
sentence structures, stays on topic, a
summary, and uses different lengths
and types of sentences (e.g.,
active/passive voice,
declarative/exclamatory sentences)
rubric
♦ Write an informational essay
that includes a purpose
statement, central idea, three
details, and a summary rubric
♦ Write a thesis statement and
outline or list supporting details
♦ Organize ideas for an
informational composition
that includes a central idea,
three details, and a
concluding statement
♦ Change passive voice into
active voice (e.g., The
cookie broke. Sarah
broke the cookie.)
♦ Write a paragraph using
different sentence structures
or organizational patterns
using different initial words
for each sentence*
CPI 3.2.7A6 Compose, revise, edit, and publish writing using appropriate word processing
software
Secure
Developing
Beginning
♦ Compose, revise, edit, and
publish writing using word
processing software––both first
and second pieces of evidence
must contain evidence of the
entire writing process (e.g.,
using Microsoft Word or
Writing with Symbols, student
writes a first draft, makes edits
and revisions, and creates a final
copy) rubric*
♦ Use word processing software
to create a first, second, and final
draft with a beginning, middle,
and ending––both first and
second pieces of evidence must
include first, second, and final
draft rubric *
♦ Use spell check to make correct
revisions in own work—each
piece of evidence must include
work from before and after spell
check
♦ Use a computerized thesaurus
to revise own work on the
computer –– each piece of
evidence must include work from
before and after use of the
thesaurus
♦ Use grammar check to
correctly revise own work—each
piece of evidence must include
work from before and after
grammar check
♦ Compose complete
sentences using a computer
or appropriate word
processor
♦ Write a first draft using
word processing software
(e.g., Microsoft Word,
Writing with Symbols, etc.)
rubric
CPI 3.2.7D5 Use narrative and descriptive writing techniques that show compositional risks(e.g.,
dialogue, literary devices, sensory words and phrases, background information, thoughts and
feelings of characters, and comparison and contrast of characters)
Secure
Developing
Beginning
♦ Write a narrative that
includes three to four
exchanges in dialogue (e.g.,
two people having an
exchange of words within the
development of the characters
or plot of the narrative)
rubric*
♦ Write sensory descriptions
using vivid vocabulary
involving four of the five
senses rubric
♦ Write a story that includes
background information
rubric
♦ Write a story that compares
and contrasts characters rubric
♦ Write sensory descriptions
using vivid vocabulary
involving three of the five
senses rubric
♦ Write a narrative that includes
one exchange of dialogue (e.g., “I
like that.” “Me too.”– –one person
speaks and another responds)
rubric
♦ Write a narrative that uses
literary devices rubric (e.g.,
figurative language)
♦ Write sensory descriptions using
vivid vocabulary involving two of
the five senses rubric
CPI 3.2.7D10 State a position clearly in a persuasive essay by stating the issue, giving facts,
examples, and details to support the position and citing sources when appropriate
Secure
Developing
Beginning
♦ Write a persuasive essay that
states a position, includes details
to support the position, and cites
sources when appropriate rubric
♦ Write a thesis statement that
takes a position on an issue and
support that statement with facts
or examples, citing sources when
necessary rubric
♦ Given a thesis statement,
identify facts and examples
that support the statement
♦ State a position on an issue
and list the reasons to
support that position*
♦ Match facts or examples to
one side of an issue (e.g., issue:
should students have homework
over summer vacation—match
“it will help students remember
what they learned” to pro/for/in
support of)
CPI 3.2.7D12 Choose an appropriate organizing strategy, such as cause/effect, pro and con, or
parody to effectively present a topic, point of view or argument
Secure
Developing
Beginning
♦ Write an argument using
cause/effect (e.g., if the school
requires uniforms, here is what
will happen) rubric
♦ Write a topical piece that is
organized by pro/con rubric
♦ Outline the pros or cons of
a topic for writing – select
only one side to outline*
♦ Outline the pros or cons of
an argument for writing –
select only one side to
outline*
♦ Outline the cause/effect of
an argument for writing
(e.g., cause: school
uniforms, effect: students
don’t have to decide what
clothes to wear in the
morning)
♦ Identify a point of view and
supporting details
♦ After reading about a topic,
point of view, or argument, use
a graphic organizer to show the
cause/effect or pro/con strategy
used
♦ After reading about a topic,
point of view, or argument, use
a graphic organizer to match the
use of a parody to its meaning