Standards

Washington  State - GLE's for 7th Grade

 

 

 

Writing

 

 

 

2. The student writes in a variety of forms for different audiences and purposes.

 

    2.1. Adapts writing for a variety of audiences.

 

     2.2. Writes for different purposes.

 

     2.3. Writes in a variety of forms/genres.    

 

     2.4. Writes for career applications.

 

3. The student writes clearly and effectively.

 

 

 

 

 

 

 

3.1. Develops ideas and organizes writing.

 

 3.2. Uses appropriate style.

 

 3.3. Knows and applies writing conventions appropriate for the grade level. 

 

 

4. The student analyzes and evaluates the effectiveness of written work.

 

 

 

 4.1. Analyzes and evaluates others' and own writing.

 

 4.2. Sets goals for improvement.

 

 

 

Reading

 

EALR 1: The student understands and uses different skills and strategies to read.

 

 

1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.

 

·        Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.

 

·        Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.

 

·        Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text.

 

 

EALR 2:  The student understands the meaning of what is read.

 

 

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. W

 

·        State both literal and/or inferred main ideas and provide supporting text-based details.

 

·        State the theme/message and supporting details in culturally relevant literary/narrative text.

 

·        Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.

 

·        Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.

 

·        Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension.

 

 

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.

 

·        Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).

 

        Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text.

 

 

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.

 

 

·        Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.

 

·        Generate and answer questions about the text before, during, and after reading to aid comprehension.

 

·        Use questioning strategies to comprehend text.

 

·        Create and describe mental images to understand text.

 

·        Organize images and information into a self-created graphic organizer to enhance text comprehension.

 

 

 

2.17 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.

 

 

·        Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.

 

·        Summarize the plot in culturally relevant literary/narrative texts.

 

·        Select, from multiple choices, a sentence that best summarizes the story or selection.

 

·        Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension.

 

 

 Component 2.2  Understand and apply knowledge of text components to comprehend text.

 

 

 

 

2.2.1 Apply understanding of time, order, and/or sequence to aid in comprehension.

 

 

·        Explain an author’s development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures.

 

·        Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered).

 

 

2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text.

 

 

·        Locate information using grade-level appropriate text features.

 

·        Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time).

 

·        Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.

 

·        Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature.

 

·        Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes).

 

 

2.2.4 Apply understanding of text organizational structures.

 

 

·        Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension.

 

·        Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text.

 

 

Component 2.3  Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

 

 

2.3.2 Analyze and synthesize information for a specific topic or purpose.

 

 

·        Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem).

 

 

Component 2.4  Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text.

 

 

2.4.3 Evaluate the author’s reasoning and the validity of the author’s position.

 

·        Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion.

 

·        Decide if the author’s ideas are solid and support your position.

 

 

2.4.5 Analyze ideas and concepts to generalize/extend information beyond the text.

 

·        Generalize about processes, concepts, and common themes after reading multiple texts.

 

·        Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art).

 

 

2.4.6 Analyze ideas and concepts in multiple texts.

 

·        Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts.

 

·        Compare the feelings of the authors and/or characters as expressed in multiple texts.

 

·        Select, from multiple choices, a sentence that tells how two pieces of information are alike or different.

 

 

EALR 3: The student reads different materials for a variety of purposes.

 

Component 3.1  Read to learn new information.

 

 

3.1.1 Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

 

·        Select the best sources from library, web-based, and Internet materials for a specific task or to investigate a topic and defend the selection..

 

·        Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy).

 

·        Follow multi-step directions (e.g., open a locker, fill out school forms, read a technical manual, design a webpage).