| A | B | C | D | E | F | G | H | I | J | |
|---|---|---|---|---|---|---|---|---|---|---|
1 | 7.11.1.1 | Strand | Substrand | Standard | Code | Benchmark | Power S/B? | I can... statement (know, understand, do) | Course/ Grade | Unit # |
2 | 7 | Reading | 4. Literature | 1. 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. | 7.4.1.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Yes | I can analyze a text and then cite evidence to support analysis. I can cite explicit evidence to support analysis. I can make inferences about a text. (analyze, support, infer, cite, evidence) | ELA/7 | |
3 | 7 | Reading | 4. Literature | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 7.4.2.2 | 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. | Yes | I can identify a topic. I can determine the central/main idea. I can write a theme statement based on text. I can cite evidence to support analysis of theme. I can analyse how theme develop and changes over the course of the text. (develop, topic, main idea, theme/central message, cite, evidence, analyze) | ELA/7 | |
4 | 7 | Reading | 4. Literature | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 7.4.3.3 | Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). | Yes | I can analyze elements of the plot and how they impact each other. I can make inferences about characters using text clues for support. I can evaluate how the setting impacts the characters and affects the conflict. I can assess how internal and external conflicts resolve and push the plot forward. (analyze, impact, infer, evaluate, setting, characterization, internal and external conflict, resolve.) | ELA/7 | |
5 | 7 | Reading | 4. Literature | 4. 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. | 7.4.4.4 | 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. | Yes | I can determine the meaning of words and phrases using context clues. I can identify the figurative and connotative meanings of words and phrases. I can analyze the importance of sound devices ( rhyme, repetition, and alliteration) in poetry. I can evaluate the tone and mood. (context clues, literal, figurative, connotation, sound devices, rhyme, repetition, alliteration, denotation) | ELA/7 | |
6 | 7 | Reading | 4. Literature | 5. 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. | 7.4.5.5 | Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. | No | ELA/7 | ||
7 | 7 | Reading | 4. Literature | 6. Assess how point of view or purpose shapes the content and style of a text. | 7.4.6.6 | Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures. | No | ELA/7 | ||
8 | 7 | Reading | 4. Literature | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 7.4.7.7 | 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). | No | ELA/7 | ||
9 | 7 | Reading | 4. Literature | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 7.4.9.9 | Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, 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. | No | ELA/7 | ||
10 | 7 | Reading | 4. Literature | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 7.4.10.10 | By the end of the year, read and comprehend literature and other texts including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently and independently with appropriate scaffolding for texts at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. (b) Read widely to understand multiple perspectives and pluralistic viewpoints. | No | ELA/7 | ||
11 | 7 | Reading | 5. Informational Text | 1. 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. | 7.5.1.1 | Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | Yes | I can analyze a text and then cite evidence to support analysis. I can cite explicit evidence to support analysis. I can make inferences about a text. (analyze, support, infer, cite, evidence) | ELA/7 | |
12 | 7 | Reading | 5. Informational Text | 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. | 7.5.2.2 | 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. | Yes | I can identify a topic. I can determine the central/main idea. I can write a theme statement based on text. I can cite evidence to support analysis of theme. I can analyse how theme develop and changes over the course of the text. (develop, topic, main idea, theme/central message, cite, evidence, analyze) | ELA/7 | |
13 | 7 | Reading | 5. Informational Text | 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. | 7.5.3.3 | 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). | Yes | I can analyze how ideas influence individuals or events. I can analyze how individuals impact ideas or events. (analyze, impact, cause and effect) | ELA/7 | |
14 | 7 | Reading | 5. Informational Text | 4. 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. | 7.5.4.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. | Yes | I can determine the meaning of words and phrases using context clues. I can identify the figurative and connotative meanings of words and phrases. I can analyze the importance of sound devices ( rhyme, repetition, and alliteration) in poetry. I can evaluate the tone and mood. (context clues, literal, figurative, connotation, sound devices, rhyme, repetition, alliteration, denotation) | ELA/7 | |
15 | 7 | Reading | 5. Informational Text | 5. 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. | 7.5.5.5 | 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. | No | ELA/7 | ||
16 | 7 | Reading | 5. Informational Text | 6. Assess how point of view or purpose shapes the content and style of a text. | 7.5.6.6 | 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. | No | ELA/7 | ||
17 | 7 | Reading | 5. Informational Text | 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. | 7.5.7.7 | 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). | No | ELA/7 | ||
18 | 7 | Reading | 5. Informational Text | 8. 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. | 7.5.8.8 | 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. | No | ELA/7 | ||
19 | 7 | Reading | 5. Informational Text | 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. | 7.5.9.9 | Analyze how two or more authors writing about the same topic including topics about Minnesota American Indians; shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. | No | |||
20 | 7 | Reading | 5. Informational Text | 10. Read and comprehend complex literary and informational texts independently and proficiently. | 7.5.10.10 | By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range: (a) Self-select texts for personal enjoyment, interest and academic tasks. | No | ELA/7 | ||
21 | 7 | Writing | 7. Writing | 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | 7.7.1.1 | Write arguments to support claims with clear reasons and relevant evidence: (a) Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (d) Establish and maintain a formal style. (e) Provide a concluding statement or section that follows from and supports the argument presented. | Yes | I can develop an argument for which I believe. I can support that argument with valid reasoning. I can use credible sources to prove my reasoning. I can find and acknowledge an opposing viewpoint. | ELA/7 | |
22 | Writing | 7. Writing | 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. | 7.7.2.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content: (a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to inform about or explain the topic. (e) Establish and maintain a formal style. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented. | Yes | I can analyze various forms of texts and communicate my findings through informatvie or explanatory writing. I can convey my understanding of these complex ideas through developing a topic, providing supporting details, and restating my claim. I can write a summary after analyzing a text. I can write an essay that includes an introduction with a thesis statement, body paragraphs supporting relevant details, and a conclusion restating my point. I can use transitions to effectively enhance the flow of my writing. | ELA/7 | ||
23 | 7 | Writing | 7. Writing | 3. Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. | 7.7.3.3 | Write narratives and other creative texts to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences: (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use literary and narrative techniques, such as dialogue, pacing, rhythm, rhyme, and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, figurative and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion (when appropriate to the genre) that follows from and reflects on the narrated experiences or events. | No | I can create narrative writing introducing a narrator as well as other characters to develop a sequencial plot. I can write poetry using a particular rhythm to portray my life experiences. | ELA/7 | |
24 | 7 | Writing | 7. Writing | 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | 7.7.4.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) | Yes | I can understand and effectively communicate my purpose for writing. I can clearly devlop an idea on a particular topic in which to write. I can create a topic or thesis statement that conveys my purpose and topic in order to provide a path for my readers. I can organize the detail sentences or paragraphs to follow that topic sentence or thesis statement. I can consider my audience and write in a style that is appropriate for them. | ELA/7 | |
25 | 7 | Writing | 7. Writing | 5. Use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach. | 7.7.5.5 | With some guidance and support from peers and adults, use a writing process to develop and strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.) | Yes | I can complete an outline to display a concrete plan for my writing. I can create a rough draft following my outline. I can edit my own writing as well as peer edit the writing of others. Based on this editing, I can revise my original draft. I can alter original plans when necessary in order to create a more solid piece of writing. I can try a piece of writing that may be out of my comfort zone. | ELA/7 | |
26 | 7 | Writing | 7. Writing | 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. | 7.7.6.6 | Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. | No | ELA/7 | ||
27 | 7 | Writing | 7. Writing | 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. | 7.7.7.7 | Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. | No | I can research information to prove a focused question or argument. I can display an understanding of my argument with credible support. | ELA/7 | |
28 | 7 | Writing | 7. Writing | 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. | 7.7.8.8 | Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. | No | I can gather relevant evidence from a variety of sources. I can evaluate the crediblity of the sources. I can avoid plagaiarism. | ELA/7 | |
29 | 7 | Writing | 7. Writing | 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. | 7.7.9.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research: (a) Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal, including those in stories, poems, and historical novels of Minnesota American Indians, 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”). (b) Apply grade 7 Reading standards to literary nonfiction (e.g., “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”). | Yes | I can find evidence from the text to draw conclusions in order to support my answer. I can find evidence to support a main idea, theme, or character trait. I can draw evidence to support my reflections on how text applies to my life. | ELA/7 | |
30 | 7 | Writing | 7. Writing | 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. | 7.7.10.10 | Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences: (a) Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. | No | I can write for many reasons | ELA/7 | |
31 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. | 7.9.1.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly: (a) Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (b) Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (c) Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (d) Acknowledge new information expressed by others and, when warranted, modify their own views. (e) Cooperate, mediate, and problem solve to make decisions as appropriate for productive group discussion. | Yes | I can participate in one on one discussions. I can participate in group discussions. I can participate in teacher-led discussions. I can prepare for a discussion. I can ask questions of my group members. I can respond to questions posed by my group members. I can summarize the group's discussion I can allow for others' perspectives. | ELA/7 | |
32 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. | 7.9.2.2 | Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. | No | I can understand the main idea and supporting details presented in various formats. I can explain information presented in various formats. I can explain how the ideas clarify the topic. | ELA/7 | |
33 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 7.9.3.3 | Delineate a speaker's argument, specific claims, and intended audience, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. | No | ELA/7 | ||
34 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. | 7.9.4.4 | Present claims and findings, respect intellectual properties, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. | No | I can present claims logically. I can emphasize important points. I can use related descriptions, fact and details to support my claim. I can use appropriate eye contact, volume, and pronunciation. | ELA/7 | |
35 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. | 7.9.5.5 | Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. | No | ELA/7 | ||
36 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. | 7.9.6.6 | Adapt speech to a variety of contexts, audiences, tasks, and feedback from self and others, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) | No | ELA/7 | ||
37 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 7. Critically analyze information found in electronic, print, and mass media and use a variety of these sources. | 7.9.7.7 | Understand, analyze, and use different types of print, digital, and multimodal media: (a) Evaluate mass media with regard to quality of production, accuracy of information, bias, stereotype, purpose, message and target audience (e.g., film, television, radio, video games, and advertisements). (b) Analyze the messages and points of view employed in different media (e.g., advertising, news programs, websites, video games, blogs, documentaries). (c) Recognize ethical standards and safe practices in social and personal media communications. | No | ELA/7 | ||
38 | 7 | Speaking, Viewing, Listening and Media Literacy | 9. Speaking, Viewing, Listening and Media Literacy | 8. Communicate using traditional or digital multimedia formats and digital writing and publishing for a specific purpose. | 7.9.8.8 | As an individual or in collaboration, create an artistic or entertaining multimedia work or a piece of digital communication or contribute to an online collaboration for a specific purpose: (a) Demonstrate a developmentally appropriate understanding of copyright, attribution, principles of Fair Use, Creative Commons licenses and the effect of genre on conventions of attribution and citation. (b) Publish the work and share with an audience. | No | |||
39 | 7 | Language Benchmarks | 11. Language Benchmarks | 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | 7.11.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: (a) Explain the function of phrases and clauses in general and their function in specific sentences. (b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (c) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* | No | I can identify and avoid the use of fragments and run-on sentences. I can recognize compound sentences. | ELA/7 | |
40 | 7 | Language Benchmarks | 11. Language Benchmarks | 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. | 7.11.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: (a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). (b) Spell correctly. | Yes | I can use grade appropriate capitalization correctly. I can use grade appropriate punctuation correctly. I can use grade appropriate vocabulary correctly. | ELA/7 | |
41 | 7 | Language Benchmarks | 11. Language Benchmarks | 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. | 7.11.3.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening: (a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. | Yes | I can use proper capiatlization, punctuation, and spelling. I can choose precise words. | ELA/7 | |
42 | 7 | Language Benchmarks | 11. Language Benchmarks | 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. | 7.11.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies: (a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). | Yes | I can use context clues to determine the meaning of a word. I can use Greek or Latin roots to determine the meaning of a word. I can use print reference materials. I can use electronic reference materials. | ELA/7 | |
43 | 7 | Language Benchmarks | 11. Language Benchmarks | 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. | 7.11.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings to extend word consciousness: (a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). | Yes | I can interpret figurative language: similes, metaphors, personification, alliteration, connotation, and irony. I can use figurative language: similes, metaphors, personification, and alliteration. I can find relationships between words to better understand them. | ||
44 | 7 | Language Benchmarks | 11. Language Benchmarks | 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression | 7.11.6.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. | Yes | I can use grade appropriate vocabulary. I can gather context clues to assist me in gaining the knowledge and comprehension of new words. | ELA/7 |