English Language Arts and Reading.7.2.A

listen actively to interpret a message and ask clarifying questions that build on others' ideas;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;

consistent, appropriate use of verb tenses;

conjunctive adverbs;

prepositions and prepositional phrases and their influence on subject-verb agreement;

pronoun-antecedent agreement;

subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;

correct capitalization;

punctuation, including commas to set off words, phrases, and clauses, and semicolons; and

correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and

listen actively to interpret a message and ask clarifying questions that build on others' ideas;

follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;

use context such as contrast or cause and effect to clarify the meaning of words; and

determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.

Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

establish purpose for reading assigned and self-selected texts;

generate questions about text before, during, and after reading to deepen understanding and gain information;

make and correct or confirm predictions using text features, characteristics of genre, and structures;

create mental images to deepen understanding;

make connections to personal experiences, ideas in other texts, and society;

make inferences and use evidence to support understanding;

evaluate details read to determine key ideas;

synthesize information to create new understanding; and

monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

infer multiple themes within and across texts using text evidence;

analyze how characters' qualities influence events and resolution of the conflict;

analyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and

analyze how the setting influences character and plot development.

demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction;

analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;

analyze how playwrights develop characters through dialogue and staging;

the controlling idea or thesis with supporting evidence;

features such as references or acknowledgements; and

organizational patterns that support multiple topics, categories, and subcategories;

identifying the claim;

explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and

identifying the intended audience or reader; and

analyze characteristics of multimodal and digital texts.

explain the author's purpose and message within a text;

analyze how the use of text structure contributes to the author's purpose;

analyze the author's use of print and graphic features to achieve specific purposes;

describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;

identify the use of literary devices, including subjective and objective point of view;

analyze how the author's use of language contributes to mood, voice, and tone; and

explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.

generate student-selected and teacher-guided questions for formal and informal inquiry;

develop and revise a plan;

refine the major research question, if necessary, guided by the answers to a secondary set of questions;

identify and gather relevant information from a variety of sources;

differentiate between primary and secondary sources;

synthesize information from a variety of sources;

reliability, credibility, and bias; and

faulty reasoning such as hyperbole, emotional appeals, and stereotype;