Grade 7 ELA Common Core - I Can Statements

	A	B	C	D
1	CC	Anchor Standards	Common Core Standard	I Can Statements

2	CC.7.RL.1	Key Ideas and Details	Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	I can locate and summarize several pieces of evidence in the text to support my analysis of what the text says. I can define inference and explain how a reader uses textual evidence to reach a logical conclusion (i.e., "Based on what I have read, it is most likely true that . . . ") I can distinguish between what the text explicitly (specifically) states versus what the text implies, or hints at.
3	CC.7.RL.2	Key Ideas and Details	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.	I can determine the central idea of a text and describe how it evolves over the course of the text. I can summarize what the text says without including my own opinion about the subject matter.
4	CC.7.RL.3	Key Ideas and Details	Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).	I can analyze how a particular character is shaped by the setting of a story or drama. I can recognize the role a setting plays in shaping the plot of a story or drama.
5	CC.7.RL.4	Craft and Structure	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.	I can define and identify various forms of figurative language (i.e., simile, metaphor, hyperbole, and personfication. I can distinguish between literal language (means exactly what it says) and figurative language/idioms (what one says is not exactly what one means. I can define alliteration, consonance, assonance, and rhyme scheme. I can analyze and understand how rhymes and other repetitions of sounds impact a specific verse or stanza of a poem, story or drama.
6	CC.7.RL.5	Craft and Structure	Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.	I can explain the characteristics of poetic structures such as the sonnet, ode, and haiku. I can explain the characteristics of various dramatic forms such as the soliloquy, aside, and monologue.
7	CC.7.RL.6	Craft and Structure	Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.	I can analyze how an author develops the points of view of multiple narrators or characters in a text. I can compare and contrast the points of view of multiple narrators or characters in a text.
8	CC.7.RL.7	Integration of Knowledge and Ideas	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).	I can analyze how the film, audio, staged, or multimedia version of a story compares to the original story. I can analyze how techniques such as lighting, sound, color, and camera angle affect how a story is conveyed.
9	CC.7.RL.9	Integration of Knowledge and Ideas	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.	I can distinguish between a work of historical fiction and a historical account. I can compare and contrast the portrayal of time, setting, or character in a work of historical fiction to a historical account. I can understand how authors of fiction use or alter history. I can evaluate how closely a work of historical fiction matches documented historical events.
10	CC.7.RL.10	Range of Reading and Level of Text Complexity	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.	I can distinguish between portions of a text that I understand versus portions that I don’t understand. I can use various reading and note-taking strategies (i.e., ask questions, make connections, make inferences, visualize & re-read) that will help me locate portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.
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