Reading Informational Standards Grade 7

CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.

1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Knowledge Learning Target(s) / DART Statements
  1. Identify;
  • Inferences from a text
  • Explicit information from a text
  1. Recognize credible resources/sources
/ 1a. I can identify inferences from a text.
1b. I can identify explicit (clear) information from a text.
2. I can recognize credible (trustworthy) resources/sources.
Reasoning Learning Target(s) / DART Statements
  1. Analyze several pieces of text to determine what it explicitly says
  2. Formulate inferences from textural material
  3. Cite resources that support analysis of a text
/
  1. I can analyze several pieces of text to determine what it explicitly(clearly) says
  2. I can formulate (express) inferences from a text.
  3. I can cite (quote) resources that support analysis (examine in detail to understand better) of a text.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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.
Knowledge Learning Target(s) / DART Statements
  1. Identify two or more central ideas of a text
  2. Define and recognize an objective summary
/
  1. I can identify (list) two or more central/main ideas of a text.
  2. I can define (describe) and recognize (identify) an objective (direct) summary.

Reasoning Learning Target(s) / DART Statements
  1. Analyze the development of two or more central ideas over the course of a text.
  2. Provide an objective summary of the text.
/
  1. I can analyze (break down) the development (expansion) of two or more central/main ideas over the course (duration) of a text.
  2. I can provide (list) an objective (direct) summary of the text.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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).
Knowledge Learning Target(s) / DART Statements
  1. Identify key ideas about:
  • individuals
  • events
  • ideas
stated in text /
  1. I can identify key ideas about individuals, events, and ideas stated in a text

Reasoning Learning Target(s) / DART Statements
  1. Analyze the interactions between:
  • individuals
  • events
  • ideas in a text
  1. Discuss how ideas influence events or how individuals influence ideas or events
/
  1. I can analyze (examine closely) interactions between individuals, events, and/or ideas in a text
  2. a. I can explain how the individuals, events, and/or ideas in a text affect one another.
b. I can infer how interactions between individuals, events, and/or ideas in a text
affect one another.
Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: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.

4. Determine the meanings of words and phrases as they are used in a text, including figurative, connotative, & technical meanings; analyze the impact of a specific word choice on meaning and tone.
Knowledge Learning Target(s) / DART Statements
  1. Identify words & phrases as they are used in a text
Including:
  • Figurative language
  • Connotative language
  • Technical language
  1. Identify tone in text.
/
  1. a. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia.
  2. I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean.
  3. I can recognize the difference between denotative meanings (all words have a dictionary definition and connotative meanings (some words carry feeling).
2. I can identify (recognize) the tone (writer’s feelings) in a text.
Reasoning Learning Target(s) / DART Statements
  1. Determine the meanings of the following as they are used in a text:
  2. Figurative language
  3. Connotative language
  4. Technical language
  5. Specific word choice
  1. Analyze how tone is impacted by
  2. Figurative language
  3. Connotative language
  4. Technical language
  5. Specific word choice
/
  1. a. I can determine figurative language and understand its purpose in a text.
b. I can determine connotative language and understand its purpose in a text.
c. I recognize words that have technical meaning and understand their purpose in
a specific text.
2. I can analyze how an authors tone is impacted by:
  • Figurative language
  • Connotative language
  • Technical language
  • Specific word choice

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: 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

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
Knowledge Learning Target(s) / DART Statements
  1. Determine the text structure:
  • (e.g. chronology
  • Comparison
  • Cause/effect
  • Problem/solution)
the author uses to organize text
  1. Determine how major sections of text contribute to the main idea or to the development of the main idea
/
  1. I can determine the text structure (e.g. chronology, Comparison, Cause/effect, Problem/solution) an author uses to organize a text.
  2. I can determine how major sections of text contribute to or development of the main idea.

Reasoning Learning Target(s) / DART Statements
  1. Analyze how major:
  • Sentences
  • Paragraphs
  • Chapter or section
Contribute to the main idea of the text or to the development of the main idea /
  1. I can analyze a text and determine the author’s organizational structure.
  2. I can explain how authors organize text and how the individual parts of a text (e.g. sections, chapter, and appendixes) contribute to the overall development of ideas.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: Assess how point of view or purpose shapes the content and style of a text.

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.
Knowledge Learning Target(s) / DART Statements
  1. Describe the author’s point of view.
  2. Define the author’s position.
  3. Describe the author’s purpose.
/
  1. I can describe (explain) the author’s point of view.
  2. I can define (describe) the author’s position.
  3. I can describe (explain) the author’s purpose.

Reasoning Learning Target(s) / DART Statements
  1. Contrast the position of the author to other positions mentioned or implied in the text.
  2. Analyze how the author distinguishes his or her position from that of others.
  3. Support your analysis with examples from the text.
/
  1. I can contrast (identify differences) the position (stand) of the author to other positions (stands) mentioned or implied in the text.
  2. I can analyze (examine) how the author distinguishes (determines) his or her position from that of others.
  3. I can support (give evidence) my analysis with examples from the text.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

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).
Knowledge Learning Target(s) / DART Statements
  1. I can explain how informational text is presented in formats (e.g., audio, video, multimedia) other than words.

Reasoning Learning Target(s) / DART Statements
  1. I can compare (analyze the similarities) and contrast (analyze the differences) a text and an audio, video, or multimedia version that portrays the same subject.
  2. I can analyze how various mediums (techniques) used in audio, video, or multimedia versions of a text can add to or change the way the subject is portrayed to an audience.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: 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.

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.
Knowledge Learning Target(s) / DART Statements
  1. Define relevant evidence
  2. Define sufficient evidence
  3. Define sound reasoning
  4. Identify argument and claims in a text
/
  1. I can define relevant (important) evidence (proof).
  2. I can define sufficient (enough) evidence.
  3. I can define sound reasoning (logical thought).
  4. a. I can identify argument (position taken) in a text
b. I can identify claims (statements to be argued) that are supported by facts and those that are opinions in a text.
Reasoning Learning Target(s) / DART Statements
  1. Trace the argument and specific claims in a text
  2. Assess the relevance of evidence for specific claims in a text
  3. Assess the relevance sufficiency of evidence for specific claims in a text
  4. Assess the relevance of soundness of the reasoning in a text
  5. Evaluate the argument and specific claims in a text
  6. Identify and trace the evidence of the argument
/
  1. I can determine the credibility of the author and his/her purpose (who wrote it, when it was written, and why it was written.
  2. I can evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient enough to support the claim.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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.
Knowledge Learning Target(s) / DART Statements
1. I can recognize that authors present information differently based on their point of view.
Reasoning Learning Target(s) / DART Statements
  1. I can analyze how authors interpret and emphasize different evidence when writing about the same topic.
  2. I can compare (analyze the similarities) and contrast (analyze the differences) how tow authors communicate the same topic.
  3. I can describe how one author’s interpretation of a topic can be different from another author’s depending on the facts he/she chooses emphasize.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Informational Standards Grade 7

CCR: Read and comprehend complex literary and informational text independently and proficiently.

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.
Knowledge Learning Target(s) / DART Statements
  1. Identify/understand
  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas
  1. At appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary
/
  1. I can recognize when the text I am reading is too easy or too difficult for me.

Reasoning Learning Target(s) / DART Statements
  1. Comprehend independently
  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas
  1. At appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in Standards 1-9 with scaffolding as necessary
/
  1. I can choose reading strategies (e.g., ask questions, make connections, take notes,
make inferences, visualize, re-read) that will help me comprehend difficult texts.
Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Literature Standards 7th Grade

CCR: 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.

  1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Knowledge Learning Target(s) / DART Statements
  1. Identify inferences from a text.
  2. Identify explicit information from a text
  3. Recognize credible resources/sources
/
  1. I can identify inferences (educated guess) from a text.
  2. I can identify specific/explicit information from a text.
  3. I can identify credible (believable) resources/sources

Reasoning Learning Target(s) / DART Statements
  1. Analyze what a text says explicitly
  2. Formulate inferences from textual material
  3. Cite resources that support analysis of a text
/ 1. I can analyze an author’s words and determine multiple pieces of textual evidence needed to support both explicit and inferential questions.
Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Literature Standards 7th Grade

CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

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
Knowledge Learning Target(s) / DART Statements
  1. Recognize theme and central idea
  2. Identify supporting details.
/ 1a. I can identify theme (message intended by author in passage) in a passage.
1b. I can identify the central/main idea (what a passage is about).
  1. I can identify details that support the central/main idea or theme.

Reasoning Learning Target(s) / DART Statements
  1. Determine a theme or central idea of a text
  2. Analyze the development of a theme or central idea over the course of a text.
  3. Provide an objective summary of a text.
/ 1. I can determine key events over the course of the text that contributes to the theme.
2. I can analyze plot ( the events that happen) to determine a theme (author’s overall
message).
3. I can directly summarize a text.
Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Literature Standards 7th Grade

CCR: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Knowledge Learning Target(s) / DART Statements
  1. Describe elements of a story or drama.
  2. Identify changes in elements of the story or drama.
  3. Identifyinteractions between elements.
/
  1. I can identify elements (parts) of a story or drama.
  2. I can identify changes in elements (parts) of a story or drama.
  3. I can identify interactions (how one affects another) between elements (parts) of a story or drama.

Reasoning Learning Target(s) / DART Statements
  1. Analyze how a change in one element shapes another.
  2. Analyze how elements of a story or drama interact.
/
  1. I can explain how the elements of a story or dram interact and affect one another.
  2. I can analyze how making one a change to one element of the story or drama could affect the other elements.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Literature Standards 7th Grade

CCR: 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.

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.
Knowledge Learning Target(s) / DART Statements
  1. Identify figurative and connotative words and phrases as used in a text
  2. Identify examples of rhymes and other repetitions of sounds, including alliteration, on a:
  • specific verse or stanza of a poem
  • Section of a story or drama.
/
  1. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, assonance, onomatopoeia) in:
  2. Specific verse or stanza or a poem.
  3. Section of a story or drama.

Reasoning Learning Target(s) / DART Statements
  1. Interpret the meaning of figurative and connotative words and phrases as used in a text
  2. Analyze the impact of rhymes and other repetitions of sounds, including alliteration, on a:
  • specific verse or stanza of a poem
  • Section of a story or drama.
/
  1. I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what it says and figurative language (sometimes what you say is not exactly what you mean).
  2. I can analyze why authors use rhyme and repetition of sounds (alliteration and assonance) to impact the reader and draw him/her to a particular section of the text.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Literature Standards 7th Grade

CCR: 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.)

5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
Knowledge Learning Target(s) / DART Statements
  1. Identify the poetic elements
that contribute to form/structure
  1. Identify the form/structure of various types of poetry and drama
  2. Explain the meaning of a poem
/ 1. I can recognize the differences between the form/structure used in stories and the form/structure used in dramas in poems.
Reasoning Learning Target(s) / DART Statements
  1. Analyze the structure of a drama or poem
  2. Analyze the meaning of a drama or poem
  3. Analyze the relationship between the poem/drama’s form and structure
/
  1. I can analyze the structure of a drama and explain how parts of the drama affect the overall meaning/message (e.g., A soliloquy provides the reader with information not given to the other characters.
  2. I can analyze the form/structure of a poem (e.g., rhyming, line breaks, free verse) and explain how a poet’s choice of the form/structure affects the overall meaning.

Performance Skill Learning Target(s) / DART Statements
Product Learning Target(s) / DART Statements

Reading Literature Standards 7th Grade