New York State Learning Standards designed,
aligned and
supported by		    
 
 



Main Menu

About MPNY
Partners
Training
Resources
Aligned Lessons
Grade 7
Aligned Lessons
ELA: Grade 7 - READING


Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 1: Students will read, write, listen, and speak for information and understanding.
    7.1.R.1

Locate and use school and public library resources to acquire information

    7.1.R.2

Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer

    7.1.R.3

Preview informational texts, with guidance, to assess content and organization and select texts useful for the task

    7.1.R.4

Use indexes to locate information and glossaries to define terms

    7.1.R.5

Use knowledge of structure, content, and vocabulary to understand informational text

    7.1.R.6

Distinguish between relevant and irrelevant information

    7.1.R.7

Identify missing, conflicting, and/or unclear information

    7.1.R.8

Formulate questions to be answered by reading informational text, with assistance

    7.1.R.9

Compare and contrast information from a variety of different sources

    7.1.R.10

Condense, combine, or categorize new information from one or more sources

    7.1.R.11

Draw conclusions and make inferences on the basis of explicit and implied information

    7.1.R.12

Make, confirm, or revise predictions

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 2: Students will read, write, listen, and speak for literary response and expression.
    7.2.R.1

Recognize that one text may generate multiple interpretations

    7.2.R.2

Interpret characters, plot, setting, and theme, using evidence from the text

    7.2.R.3

Identify the author’s point of view, such as first-person narrator and omniscient narrator

    7.2.R.4

Recognize recurring themes in a variety of literary works

    7.2.R.5

Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent

    7.2.R.6

Recognize how the author’s use of language creates images or feelings

    7.2.R.7

Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry

    7.2.R.8

Read silently and aloud from a variety of genres, authors, and themes

    7.2.R.9

Identify questions of personal importance and interest, and list works of literature that addresses them

    7.2.R.10

Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives

    7.2.R.11

Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text

    7.2.R.12

Compare a film, video, or stage version of a literary work with the written version

Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
    7.3.R.1

Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to

  • identify conflicting information
  • consider the background and qualifications of the writer
  • evaluate examples, details, or reasons used to support ideas
  • identify propaganda, with assistance
  • identify techniques used to persuade, such as emotional and ethical appeals, with assistance
  • identify differing points of view in texts and presentations
  • identify cultural and ethnic values and their impact on content
  • identify multiple levels of meaning
    •     7.3.R.2

    Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance

        7.3.R.3

    Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Standard 4: Students will read, write, listen, and speak for social interaction.
        7.4.R.1

    Share reading experiences with peers or adults; for example, read together silently or aloud with a partner or in small groups

        7.4.R.2

    Consider the age, gender, social position, and cultural traditions of the writer

        7.4.R.3

    Recognize conversational tone in social communication

        7.4.R.4

    Recognize the types of language (e.g., informal, culture-specific terminology, jargon, colloquialisms, and email conventions) that are appropriate to social communication

    Standard One     Standard Two     Standard Three     Standard Four     Literary Competencies     Top
    Literacy Competencies
        7.LC.R.1

    Word Recognition
    Recognize at sight a large body of words and specialized-content vocabulary

    		 
        7.LC.R.2

    Word Recognition
    Use a variety of word recognition strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words quickly and accurately

    		 
        7.LC.R.3

    Word Recognition
    Use multiple sources of information, including context, to self-monitor and self-correct for word-reading accuracy

    		 
        7.LC.R.4

    Background Knowledge and Vocabulary Development
    Develop vocabulary through extensive reading of a variety of texts across subjects and genres

        7.LC.R.5

    Background Knowledge and Vocabulary Development
    Use knowledge of word roots (e.g., Greek, Latin, and Anglo-Saxon) and word parts to determine word meaning

        7.LC.R.6

    Background Knowledge and Vocabulary Development
    Determine the meaning of unfamiliar vocabulary and idioms by using prior knowledge and context clues

        7.LC.R.7

    Background Knowledge and Vocabulary Development
    Use a variety of resources, such as dictionaries, glossaries, and other print and electronic references, to determine the meaning of unfamiliar vocabulary

        7.LC.R.8

    Comprehension/Response
    Comprehend and respond to a variety of texts from a range of genres and in a variety of formats for a variety of purposes

        7.LC.R.9

    Comprehension/Response
    Identify and connect main ideas and themes of texts, using knowledge of text structures, organization, and purposes for reading

        7.LC.R.10

    Comprehension/Response
    Use a variety of comprehension strategies (e.g., predicting, questioning, summarizing, visualizing, and making connections) to support understanding and response to reading

        7.LC.R.11

    Comprehension/Response
    Identify and analyze points of view presented in written texts

        7.LC.R.12

    Comprehension/Response
    Extend understanding of texts by relating content to personal experiences, other texts, and/or world events

        7.LC.R.13

    Comprehension/Response
    Participate in group discussions to further understanding and response to reading

        7.LC.R.14

    Comprehension/Response
    Demonstrate comprehension and respond to reading through activities such as writing, drama, and oral presentations

        7.LC.R.15

    Comprehension/Response
    Read grade-level texts with appropriate expression, phrasing, and rate of reading

        7.LC.R.16

    Motivation to Read
    Develop personal reading goals and maintain records of reading accomplishments

        7.LC.R.17

    Motivation to Read
    Read voluntarily for a variety of purposes

        7.LC.R.18

    Motivation to Read
    Be familiar with titles and authors of a wide range of grade- or age-appropriate literature

    		 
        7.LC.R.19

    Motivation to Read
    Engage in independent silent reading for extended periods of time

     
      ©2005-10 New York State Teacher Centers and the New York Institute of Technology.  All rights reserved.