Prentice Hall Literature, Grade 7, © 2010assets.pearsonschool.com/correlations/NC_ELA... · Prentice Hall Literature is a comprehensive basal language and literacy program for Grades

A Correlation of

Prentice Hall Literature, Grade 7, © 2010

To the

North Carolina English Language Arts Standard

Course of Study, 2004 and the

Common Core Standards for English Language Arts

Grade 7

Prentice Hall Literature, Grade 7, © 2010 to the

North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts

(Grade 7)

INTRODUCTION

This document demonstrates how Prentice Hall Literature meets both the objectives of the North Carolina English Language Arts Standard Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students’ backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader’s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins’ Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student’s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature.

SE = Student Edition TE = Teacher Edition 2



(Grade 7)

Table of Contents

Competency Goal 1 The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues. .............................. 4 Competency Goal 2 The learner will synthesize and use information from a variety of sources. ......................................................................................................10 Competency Goal 3 The learner will refine the understanding and use of argument.13 Competency Goal 4 The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials. ............................................................16 Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes. .............................................................20 Competency Goal 6 The learner will apply conventions of grammar and language usage..........................................................................................................27 Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the correlation to NC English Language Arts Standards.......................................31




(Grade 7) North Carolina English

Language Arts Standard Course of Study, 2004,

Grade 7

The Common Core Standards for English

Language Arts, Grade 7

Prentice Hall Literature, 2010, Grade 7

English Language Arts Curriculum Grade 7 Seventh grade students use oral language, written language, and media and technology for expressive, informational, argumentative, critical, and literary purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. While emphasis in seventh grade is placed on argument, students also: • Express individual perspectives in response to personal, social, cultural, and historical issues. • Interpret and synthesize information. • Critically analyze print and non-print communication. • Use effective sentence construction and edit for improvements in sentence formation, usage,

mechanics, and spelling. • Interpret and evaluate a wide range of literature. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues. 1.01 Narrate an expressive account which: • creates a coherent

organizing structure appropriate to purpose, audience, and context.

W.3.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.

SE/TE: Make a Timeline, 177; Map Out Your Story, 178; Develop the Plot Line, 178; Develop a Setting, 179; Review Sequence of Events, 180; Use Listing and Itemizing, 385; Create a Plot, 386

• orients the reader/listener to the scene, the people, and the events.


SE/TE: Map Out Your Story, 178; Develop the Plot Line, 178; Develop a Setting, 179; Identify the Conflict, 385; Create a Plot, 386; Use Details to Define Character and Setting, 386; Improve Your Characterization, 388


• engages the reader/listener by establishing a context and creating a point of view.

W.3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

SE/TE: Develop Characters through Dialogue, 178; Use Details to Define Character and Setting, 386; Improve Your Characterization, 388






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• establishes the significance of events

W.3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

SE/TE: Make a Timeline, 177; Map Out Your Story, 178; Develop the Plot Line, 178; Review Sequence of Events, 180; Create a Plot, 386

1.02 Respond to expressive materials that are read, heard, and/or viewed by: • monitoring comprehension

for understanding of what is read, heard, and/or viewed.

SE/TE: Throughout Prentice Hall Literature side-note questions focusing on key skills accompany each selection. Students monitor comprehension as they answer these questions. See for examples pages: 27, 55, 103, 213, 231, 323, 379, 607, 637, 821, 951. Critical Thinking following each selection provides another opportunity for monitoring comprehension. See for examples pages: 44, 90, 148, 244, 276, 581, 590, 735, 806, 930, 954.

• summarizing the characteristics of expressive works.

R-L.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.

SE/TE: Paraphrase, P9, 647, 652, 655, 658, 661, 665, 669, 673, 677, 681, 684, 686, 691; Summarize, P11, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857, 860






Grade 7




R-L.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. R-L.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). R-L.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

• determining the importance of literary effects on the reader/viewer/listener.

R-L.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

SE/TE: Literary Analysis, 23, 45, 49, 67, 99, 125, 129, 149, 217, 245, 249, 277, 309, 333, 337, 359, 583, 608, 617, 647, 661, 665, 681, 737, 769, 773, 802, 807, 831, 857, 913, 931, 935, 955, 989, 1003, 1007, 1023; Communications Workshop, 560, 710

• making connections between works, self and related topics.

R-L.9. 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.

SE/TE: Making Connections, 24, 32, 50, 60, 100, 112, 130, 218, 226, 250, 258, 310, 320, 338, 344, 584, 602, 610, 648, 656, 666, 674, 738, 774, 832, 914, 922, 936, 944, 990, 1008, 1016

R-L.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).

• comparing and/or contrasting information.

R-L.9. 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.

SE/TE: Compare and contrast, P2, 989, 995, 997, 1002, 1003, 1007, 1012, 1014, 1015, 1021, 1023, 1026; Critical Thinking: Compare and contrast, 136, 224, 244, 295, 340, 436, 448, 473, 482, 502, 541, 635, 876, 920; also see: Comparing Literary Works, 78, 91, 160, 175, 288, 301, 370, 383, 468, 483, 536, 547, 628, 639, 692, 697, 818, 823, 866, 877, 966, 981, 1034, 1039






Grade 7




• drawing inferences and/or conclusions.

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

SE/TE: Inferences, make, 309, 315, 318, 319, 322, 324, 327, 329, 330, 333, 337, 341, 343, 348, 349, 352, 358, 359, 362, 364; Conclusions, draw, P4, 583, 590, 591, 594, 597, 601, 608, 609, 613, 615, 617, 620; also see: Critical Thinking: Infer, 21, 30, 44, 58, 66, 90, 110, 124, 136, 148, 167, 174, 215, 295, 377, 382, 456, 482, 502, 514, 524, 541, 546, 581, 590, 596, 635, 638, 654, 672, 680, 695, 822, 856, 873, 876, 911, 920, 971, 980, 996, 1014, 1022, 1038

• determining the main idea and/or significance of events.


SE/TE: Main idea, identify/determine, P6, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460, 686

• generating a learning log or journal.

SE/TE: Journal Entry, 279; Writer's Journal, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049. As students complete each section of the Big Question Chart they can bring closure to each unit. See Applying the Big Question: Think About It, Talk About It, & Write About It, 184–185, 392–393, 555–556, 706–707, 886–887, 1050–1051.

• maintaining an annotated list of works read/viewed.

SE/TE: As students complete each section of the Big Question Chart they can bring closure to each unit. See Applying the Big Question: Think About It, Talk About It, & Write About It, 184–185, 392–393, 555–556, 706–707, 886–887, 1050–1051.






Grade 7




W.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• creating an artistic interpretation that connects self and/or society to the selection.

SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Writing Workshop: Short Story, 384–391; Writing: Journal Entry, 279; Anecdote, 335; Poem, 599, 683; Metaphor, 619; Myth, 933; Listening and Speaking: Dramatic Reading, 47; Present a Poem, 599; Poetry Reading, 587, 593; Dramatic Monologue, 809; Story, 1005

• constructing and presenting book/media reviews.

W.9.a. Apply grade 7 Reading standards to literature (e.g., “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”).

SE/TE: Response to Literature: Review of a Short Story, 302–307; also see: Writing to Compare Characters, 175; Writing to Compare Irony, 383; Writing to Compare Characters, 823; Writing a summary, 859; Writing to Compare Literary Forms, 483; Timed Writing, 865; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

1.03 Interact in group settings by: • responding appropriately to

comments and questions. SL.1.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.

SE/TE: Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051; also see: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905

• offering personal opinions confidently without dominating.

SL.1.d. Acknowledge new information expressed by others and, when warranted, modify their own views.

SE/TE: Discussion, 127; Debate, 247, 933, 1051; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051; also see: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002






Grade 7




SL.1.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.

• giving appropriate reasons that support opinions.


SE/TE: Discussion, 127; Debate, 247, 933, 1051; Panel Discussion, 419; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051

SL.1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

• soliciting and respecting another person's opinion.

SL.1.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.

SE/TE: Panel Discussion, 419; Discussion, 127; Debate, 247, 933, 1051; Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002

1.04 Reflect on learning experiences by: • analyzing personal learning

growth and changes in perspective.

SE/TE: Talk About It, 185, 393, 887; Put Yourself in the Picture, 7, 203, 411, 575, 725, 905

• examining changes in self throughout the learning process.

SE/TE: Applying the Big Question: Think About It, Talk About It, & Write About It, 184–185, 392–393, 555–556, 706–707, 886–887, 1050–1051






Grade 7




• determining how personal circumstances and background shape interaction with text.

SE/TE: Making Connections, 24, 32, 50, 60, 100, 112, 130, 218, 226, 250, 258, 310, 320, 338, 344, 584, 602, 610, 648, 656, 666, 674, 738, 774, 832, 914, 922, 936, 944, 990, 1008, 1016; also see: Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002; Put Yourself in the Picture, 7, 203, 411, 575, 725, 905

Competency Goal 2 The learner will synthesize and use information from a variety of sources. 2.01 Respond to informational materials that are read, heard, and/or viewed by: • monitoring comprehension

for understanding of what is read, heard and/or viewed.

SE/TE: Throughout Prentice Hall Literature side-note questions focusing on key skills accompany each selection. Students monitor comprehension as they answer these questions. See for examples pages: 425, 433, 445, 454, 501, 511, 519. Critical Thinking following each selection provides another opportunity for monitoring comprehension. See for examples pages: 419, 436, 448, 456, 473, 482, 496, 502, 514, 524, 546.

• analyzing the characteristics of informational works.

R-IT.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.

SE/TE: Elements of Nonfiction, 408–412; Expository Essay, 421, 425, 429, 432, 437; Reflective Essay, 443, 444, 447, 449, 457; Comparing Biography and Autobiography, 468, 472, 476, 478, 479, 481, 483; Persuasive Essay, 495, 497, 503; Informational Texts, 72–77, 154–159, 282–287, 364–369, 462–467, 530–535, 622–627, 686–691, 812–817, 862–865, 960–965, 1028–1033






Grade 7




• summarizing information. R-IT.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.

SE/TE: Summarize, P11, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857, 860

• determining the importance of information.

R-IT.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.

SE/TE: Main idea, identify/determine, P6, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460, 686; also see: Use Primary and Secondary Sources, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; 21st Century Skills, R28–R33

• making connections to related topics/information.

R-IT.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).

SE/TE: Making Connections, 422, 430, 450, 492, 498, 508, 516

• drawing inferences and/or conclusions.

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

SE/TE: Drawing Conclusions/ Infer, 436, 456, 482, 502, 514, 524, 546; Comparing Informational Texts, 91, 175, 301, 383, 483, 549, 639, 697, 823, 877, 981, 1039; Connecting Ideas to Make Inferences and Generalizations, 364

• generating questions. SE/TE: For related material see: Questions, ask, 337, 348, 349, 352, 358, 359, 583, 590, 591, 594, 597, 831, 913, 918, 920, 921, 931






Grade 7




2.02 Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: • identifying and using

appropriate primary and secondary sources.

W.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.

SE/TE: Use Primary and Secondary Sources, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Citing Sources, R34–R35

• comparing, contrasting, and evaluating information from different sources about the same topic.


SE/TE: Multimedia sources, use, 824; Library resources, use, 879, 982; Browsing sources, 1041; Sources, cite, 1049; also see: Research Report: Create Bibliography, 1049; Bibliography Sample, 1048; Prewriting strategies: Record Your Research, 1041; MLA Format, R34–R35; also see: Annotated Bibliography, 21

• evaluating information for extraneous details, inconsistencies, relevant facts, and organization.


SE/TE: Watch and Browse, 1041; Use a Variety of Primary and Secondary Sources, 1041; Analyze Your Organization, 1044; Check Your Facts, 1044; Informational Text: understand text structure and purpose (article and encyclopedia entry), 282–287; main idea (magazine article and educational song), 686–691; identify author’s perspective (review and interview), 812–817; identify bias and stereotyping (editorials), 862–865; analyze cause and effect organization (textbook article and question and answer), 960–965; analyze point of view (editorials), 1028–1033






Grade 7




Competency Goal 3 The learner will refine the understanding and use of argument. 3.01 Explore and analyze argumentative works that are read, heard and/or viewed by: • monitoring comprehension

for understanding of what is read, heard and /or viewed.

SE/TE: Persuasive Articles, 492–497, 498–503; Comparing Informational Texts, 865, 1033; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• identifying the arguments and positions stated or implied and the evidence used to support them.

R-IT.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.

SE/TE: Critical Thinking, 496, 502; Comparing Informational Texts, 865, 1033; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• recognizing bias, emotional factors, and/or semantic slanting.


SE/TE: Bias, 409, 710, 862, 865; Persuasive Essay, 495, 497, 503, 698, 701, 717; Persuasive techniques chart, 491; Writing Workshop: Persuasive Essay, 698–705; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• examining the effectiveness of style, tone, and use of language.


SE/TE: Persuasive Essay, 495, 497, 503, 698, 701, 717; Persuasive techniques chart, 491; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• summarizing the author's purpose and stance.


SE/TE: Critical Thinking, 496, 502; Comparing Informational Texts, 865, 1033; Writing Workshop: Persuasive Essay, 698–705; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710






Grade 7




R-IT.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.

• examining the importance and impact of establishing a position or point-of-view.


SE/TE: Writing Workshop: Persuasive Essay, 698–705; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; also see: Letter to the editor, 361; Persuasive letter, 505

• making connections between works, self and related topics.

R-IT.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).

SE/TE: Making Connections, 492, 498; Informational Text: Timed Writing, 443, 515, 787

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

SE/TE: Critical Thinking, 496, 502; Comparing Informational Texts, 865, 1033; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• responding to public documents (such as but not limited to editorials, reviews, local/state/ national policies/issues).


SE/TE: Informational Text: Comparing Informational Text and Timed Writing, 77, 369, 865, 1033

3.02 Explore and analyze the problem-solution process by: • studying problems and

solutions within various texts and situations.


SE/TE: For related material see: Student Model: Problem-and-Solution Essay, 644; Informational Text, Informational Texts: identify bias and stereotyping (editorials), 862–865; analyze point of view (editorials), 1028–1033






Grade 7




• utilizing the problem-solution process within various contexts/ situations.

SE/TE: Writing Workshop: Problem–and–Solution Essay, 640–645

• constructing essays/presentations that respond to a given problem by proposing a solution that includes relevant details.

W.2. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

SE/TE: Writing Workshop: Problem–and–Solution Essay, 640–645; also see: Persuasive Essay, 698–705; Communications Workshop: Evaluating a Persuasive Presentation, 560; Listening and Speaking: Public Service Announcement, 505

• recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.

W.2.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.

SE/TE: Writing Workshop: Problem–and–Solution Essay, 640–645; also see: Persuasive Essay, 698–705

3.03 Study and create arguments that evaluate by: W.1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W.1.d. Establish and maintain a formal style.

• understanding the importance of establishing a firm judgment.

W.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Writing Workshops: Persuasive Essay, 698–705; also see: Letter to the editor, 361; Persuasive letter, 505; also see: Informational Texts: identify bias and stereotyping (editorials), 862–865; analyze point of view (editorials), 1028–1033; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• justifying the judgment with logical, relevant reasons, clear examples, and supporting details.

W.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

SE/TE: Writing Workshops: Persuasive Essay, 698–705; also see: Letter to the editor, 361; Persuasive letter, 505






Grade 7




W.1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W.1.d. Establish and maintain a formal style.

• creating an organizing structure appropriate to purpose, audience, and context.

W.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Writing Workshops: Persuasive Essay, 698–705; also see: Letter to the editor, 361; Persuasive letter, 505; Listening and Speaking: Persuasive speech, 957

Competency Goal 4 The learner will refine critical thinking skills and create criteria to evaluate print and non-print materials. 4.01 Analyze the purpose of the author or creator by: • monitoring comprehension

for understanding of what is read, heard and/or viewed.

SE/TE: Author's Purpose, 99, 103, 107, 110, 111, 116, 118, 122, 124, 125, 129, 133, 135, 136, 137, 141, 142, 144, 146, 149, 411, 412, 419; Author's perspective, identify/trace, 812, 817

• examining any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.


SE/TE: Bias, 409, 710, 862, 865; Persuasive Essay, 495, 497, 503, 698, 701, 717; Persuasive techniques chart, 491; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• exploring and evaluating the underlying assumptions of the author/creator.


SE/TE: Author's argument, analyze, 462, 467; also see: Author's Purpose, 99, 103, 107, 110, 111, 116, 118, 122, 124, 125, 129, 133, 135, 136, 137, 141, 142, 144, 146, 149, 411, 412, 419; Author's perspective, identify/trace, 812, 817






Grade 7




• understanding the effects of author's craft on the reader/viewer/listener.

R-IT.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.

SE/TE: Literary Analysis, 23, 45, 49, 67, 99, 125, 129, 149, 217, 245, 249, 277, 309, 333, 337, 359, 421, 437, 443, 457, 491, 503, 507, 525, 583, 608, 617, 647, 661, 665, 681, 737, 769, 773, 802, 807, 831, 857, 913, 931, 935, 955, 989, 1003, 1007, 1023

4.02 Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by:

R-IT.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. SL.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. SL.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• using knowledge of language structure and literary or media techniques.

SL.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SE/TE: Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; Author's argument, analyze, 462, 467; Analyzing author’s argument, 462–467; Identify author’s perspective, 812–817; Identify bias and stereotyping, 862–865; also see: Writing Workshop: Multimedia Report, 824–829






Grade 7





• drawing conclusions based on evidence, reasons, or relevant information.


SE/TE: Conclusions, draw, P4, 583, 590, 591, 594, 597, 601, 608, 609, 613, 615, 617, 620


• considering the implications, consequences, or impact of those conclusions.


SE/TE: Conclusions, draw, P4, 583, 590, 591, 594, 597, 601, 608, 609, 613, 615, 617, 620

4.03 Develop the stance of a critic by: W.9.a. Apply grade 7 Reading standards to literature (e.g., “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”).

• considering and presenting alternative points of view or reasons.

W.9.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”).

SE/TE: Students consider alternative interpretations as they compare their written works: Response to Literature: Review of a Short Story, 302–307; Write to Compare Literary Works, 91, 175, 301, 383, 483, 549, 639, 697, 823, 877, 981, 1039; also see: Timed Writing, 865






Grade 7





• remaining fair-minded and open to other interpretations.


SE/TE: Response to Literature: Review of a Short Story, 302–307; Write to Compare Literary Works, 91, 175, 301, 383, 483, 549, 639, 697, 823, 877, 981, 1039; also see: Timed Writing, 865


• creating a critical response/review of a work/topic.


SE/TE: Response to Literature: Review of a Short Story, 302–307; also see: Writing to Compare Characters, 175; Writing to Compare Irony, 383; Writing to Compare Characters, 823; Writing a summary, 859; Writing to Compare Literary Forms, 483; Timed Writing, 865






Grade 7




Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: • using effective reading

strategies to match type of text.

SE/TE: Reading Skill, 23, 45, 49, 67, 99, 125, 129, 149, 217, 245, 249, 277, 309, 333, 337, 359, 421, 437, 443, 457, 491, 503, 507, 525, 583, 608, 617, 647, 661, 665, 681, 737, 769, 773, 802, 807, 831, 857, 913, 931, 935, 955, 989, 1003, 1007, 1023

R-L.10. 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.

• reading self-selected literature and other materials of individual interest.

R-IT.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.

SE/TE: Independent Reading, 189, 397, 561, 711, 891, 1055


• reading literature and other materials selected by the teacher.


SE/TE: Independent Reading, 189, 397, 561, 711, 891, 1055; Additionally, Challenge selections for gifted students are included in the Teacher side notes.






Grade 7





• assuming an active role in teacher-student conferences.


SE/TE: Discussion, 127; Panel Discussion, 419; also see: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002; Peer Review, 180, 383, 552, 702, 882, 1044; Talk About It, 185, 393, 556, 707, 887, 1051

• engaging in small group discussions.

SL.1.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.

SE/TE: Discussion, 127; Panel Discussion, 419; also see: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051


• taking an active role in whole class seminars.


SE/TE: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051; Discussion, 127; Panel Discussion, 419






Grade 7




R-L.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. R-IT.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.

• analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback, allusion, and irony.

L.5.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

SE/TE: Figurative Language, 574, 601, 607, 609, 613, 615, 617, 1052–1053; Dialogue, 737, 742, 745, 746, 751, 753, 757, 758, 760, 762, 764, 765, 767, 769; Dramatic Speeches, 866, 870, 873, 875, 876, 877; Literary Analysis: Flashback, Foreshadowing, 203, 204, 212, 215, 386; Allusion, 395, 904, 966; Irony, 203, 370, 374, 375, 377, 379, 380, 381, 383

R-L.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. R-L.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.

R-L.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

SE/TE: Plot, 178, 202, 217, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386; Theme, 202, 214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Literary analysis: Point of View, 49; First/third person, 6; also see: Point of view, 7, 10, 53, 58, 59, 65, 66, 67; Narrator, 6, 8, 21, 78, 91, 49, 59; Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840; Mood, 93, 94; Tone, 8, 1034






Grade 7




• analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.


SE/TE: Theme, 202, 214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Comparing Literary Works: Universal themes, 966, 970, 971, 975, 976, 978, 980, 981

W.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.) W.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.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.

• extending understanding by creating products for different purposes, different audiences and within various contexts.


SE/TE: Writing Workshops, 92–97, 176–183, 302–307, 384–391, 484–489, 548–555, 640–645, 698–705, 824–829, 878–885, 982–987, 1040–1049; Communications Workshop, 188, 396, 560, 710, 890, 1054; Integrated Language Activities, 47, 69, 127, 151, 247, 279, 335, 361, 439, 459, 505, 527, 599, 619, 663, 683, 771, 809, 859, 933, 957, 1005, 1025






Grade 7




R-L.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.

R-IT.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).

SE/TE: Comparing Literary Works, 78, 91, 160, 175, 288, 301, 370, 383, 468, 483, 536, 547, 628, 639, 692, 697, 818, 823, 866, 877, 966, 981, 1034, 1039; Making Connections, 24, 32, 50, 60, 100, 112, 130, 218, 226, 250, 258, 310, 320, 338, 344, 422, 430, 450, 492, 498, 508, 516, 584, 602, 610, 648, 656, 666, 674, 738, 774, 832, 914, 922, 936, 944, 990, 1008, 1016; also see: Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007

5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:


• reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).


SE/TE: Fiction, 25, 52, 62, 102, 132, 140; Short Story, 205, 220, 228, 252, 260, 290, 296, 312, 322, 340, 346; Nonfiction, 413, 423, 432, 444, 452, 470, 474, 494, 500, 510, 518; Poetry, 577, 578, 580, 584, 592, 604, 606, 608, 612, 614, 616, 650, 652, 654, 658, 659, 660, 668, 670, 672, 676, 679, 680; Drama, 727, 740, 775, 834; Folk Literature, 907, 916, 924, 938, 946, 992, 1000, 1010, 1018, 1029; Informational Texts, 72–77, 154–159, 282–287, 364–369, 462–467, 530–535, 622–627, 686–691, 812–817, 862–865, 960–965, 1028–1033; Independent Reading, 189, 397, 561, 711, 891, 1055






Grade 7




R-L.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

• analyzing what genre specific characteristics have on the meaning of the work.


SE/TE: Elements of Fiction, 6-7; Literary Analysis: Narrative Text, 23; What is a short story?, 200–201; Elements of short stories, 202–203; What is poetry, 572–573; Poetry, elements, 574–575; Poetry, forms, 583; What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905; Literary Analysis: myth, 913; Literary Analysis: folk tale, 1007; Elements of Nonfiction, 408–412; Expository Essay, 421, 425, 429, 432, 437; Reflective Essay, 443, 444, 447, 449, 457; Comparing Biography and Autobiography, 468, 472, 476, 478, 479, 481, 483; Persuasive Essay, 495, 497, 503; Informational Texts, 72–77, 154–159, 282–287, 364–369, 462–467, 530–535, 622–627, 686–691, 812–817, 862–865, 960–965, 1028–1033; What is Drama, 722–723; Elements of drama, 724–725






Grade 7




R-L.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

• analyzing how the author's choice and use of a genre shapes the meaning of the literary work.


SE/TE: Elements of Fiction, 6-7; Literary Analysis: Narrative Text, 23; What is a short story?, 200–201; Elements of short stories, 202–203; Elements of Nonfiction, 408–412; Expository Essay, 421, 425, 429, 432, 437; Reflective Essay, 443, 444, 447, 449, 457; Comparing Biography and Autobiography, 468, 472, 476, 478, 479, 481, 483; Persuasive Essay, 495, 497, 503; What is poetry, 572–573; Poetry, elements, 574–575; Poetry, forms, 583; ; What is Drama, 722–723; Elements of drama, 724–725What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905; Literary Analysis: myth, 913; Literary Analysis: folk tale, 1007


• analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.

R-L.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SE/TE: Plot, 178, 202, 217, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386; Conflict and Resolution, 309, 312, 315, 317, 319, 323, 325, 330, 333; Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840; Setting, 6, 99, 103, 105, 109, 111, 118, 121, 125, 178, 202, 215, 386; Theme, 202, 214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034






Grade 7




Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01 Model an understanding of conventional written and spoken expression by: • using a variety of

sentences correctly, punctuating them properly, and avoiding fragments and run-ons.

L.1.b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

SE/TE: Sentences, 643, 682, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643, 702, 1044; Fragment and Run-ons, 489, 703, R40; Grammar, Usage, and Mechanics Handbook, R41

• using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.

SE/TE: Subject-Verb Agreement, 443, 445, 883, R42; Verb, 246, 246, 278, 305, 388, 598, 882

• applying the parts of speech to clarify language usage.

SE/TE: Grammar, 46, 68, 126, 150, 246, 278, 334, 360, 438, 458, 504, 526, 598, 618, 662, 682, 770, 808, 858, 932, 956, 1004, 1024; Writer's Toolbox: Conventions, 93, 95, 181, 305, 389, 985, 1045; Handbook, R40–R42

• using pronouns correctly, including clear antecedents and correct case.

SE/TE: Pronouns, 126, 181, 618, 1045, R42

L.1.a. Explain the function of phrases and clauses in general and their function in specific sentences.

• using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses). L.1.c. Place phrases and

clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

SE/TE: Prepositional phrases, 458; Infinitive phrases, 598; Independent and subordinate clauses, 662; Sentence structures, 682; Grammar, Usage, and Mechanics Handbook, R40–R41






Grade 7




L.4.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. L.4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.4.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.

• determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.

L.4.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).

SE/TE: Context clues, use, P3, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70; Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187; Dictionary, 186, 663, 827, R23; Prefixes, 24, 31, 32, 45, 50, 59, 60, 67, 310, 319, 320, 333, 666, 673, 674, 681, 774, 807, 936, 943, 944, 955; Roots, 100, 111, 112, 125, 130, 137, 138, 149, 250, 257, 258, 277, 442, 449, 450, 457, 492, 497, 498, 503, 508, 515, 516, 525, 584, 591, 592, 597, 738, 769, 832, 857, 914, 921, 922, 931, 1008, 1015, 1016, 1023; Suffixes, 218, 225, 226, 245, 338, 343, 344, 359, 422, 429, 430, 437, 602, 609, 610, 617, 648, 648, 655, 655, 656, 661, 990, 997, 998, 1003

• extending vocabulary knowledge by learning and using new words.

L.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.

SE/TE: Vocabulary development, 24, 31, 32, 45, 50, 67, 78, 100, 111, 112, 125, 130, 137, 138, 149, 160, 218, 225, 226, 245, 250, 257, 258, 277, 310, 319, 320, 333, 338, 343, 344, 359, 370, 422, 429, 430, 437, 442, 449, 450, 457, 468, 492, 497, 798, 503, 508, 515, 516, 525, 536, 584, 591, 592, 597, 602, 609, 610, 617, 628, 648, 655, 656, 661, 666, 673, 674, 681, 692, 738, 769, 774, 807, 818, 832, 857, 866, 914, 921, 922, 931, 936, 943, 944, 955, 966, 990, 997, 1003, 1008, 1015, 1016, 1023, 1034






Grade 7




• determining when and where dialects and standard/nonstandard English usage are appropriate.

SE/TE: Dialect, 203, 1003, R14; also see: Idiom, 288, 292, 293, 295, 301; Dialogue, R14, 4, 78, 178, 183, 208, 388, 391, 724, 726, 728, 729, 735, 737, 742, 745, 746, 751, 753, 757, 758, 760, 762, 764, 765, 767, 769, 866, 877; Drafting: Choose informal/formal language, 984

SL.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• applying language conventions and usage during oral presentations.


SE/TE: Communications Workshop: Delivering Narrative Presentation, 188; Delivering an Oral Summary, 396; Conducting an Interview, 890; Research Presentation, 1054; Debate, 247, 933, 1051; Response, oral, 459, 599; Speech, 188, 707; Summary, oral, 393, 439

• choosing language that is precise, engaging, and well suited to the topic and audience.

L.3.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

SE/TE: Prewriting: Elaboration, provide, 641; Drafting: Choose informal/formal language, 984; Use Details, 94, 247, 279, 459, 486, 683, 859, 984, 1005, 1025; Dialogue, 178; Convey Feelings, 683, 1025; Word choice, 700, 957; Revising: Word choice, 94, 527, 1025

• experimenting with figurative language and speech patterns.

W.3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

SE/TE: Figurative language, 574, 601, 1052; Dialogue, develop characters through, 178






Grade 7




6.02 Continue to identify and edit errors in spoken and written English by: • using common spelling

rules, applying common spelling patterns, and developing and mastering an individualized list of words that are commonly misspelled.

L.2.b. Spell correctly. SE/TE: Editing and Proofreading: Spelling, 97, 307, 645, 885, 987; Spell-check feature, 489, 829, 859; Vocabulary Workshop: Using a Dictionary and Thesaurus, 186-187; also see: Dictionary, 186, 663, 827, R23; Editing and Proofreading, 645; Revising, 95; Use Dictionary to Verify Spelling, 807

• mastering proofreading symbols for editing.

W.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing Workshop: Editing and Proofreading, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049; Proofreading and Preparing Manuscript, R34

• producing final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format.

W.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.

SE/TE: Writing Workshop: Publishing, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049

• listening to and monitoring self to correct errors.

SE/TE: Discussion, 127; Debate, 247, 933, 1051; Panel Discussion, 419; also see: Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051




(Grade 7)

Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the North Carolina

English Language Arts Standards Correlation

Common Core Standards for English Language Arts, Grade 7

Prentice Hall Literature © 2010 Grade 7

English Language Arts Standards » Writing » Introduction

The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

English Language Arts Standards » Writing » Grade 7

Text Types and Purposes

W.1. Write arguments to support claims with clear reasons and relevant evidence.

W.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

SE/TE: Persuasive Essay: Choose Precise Words, 700

W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.2.b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Writing Workshops: Prewriting, 484, 549, 640, 824, 879, 1040; Drafting, 486, 550, 642, 826, 880, 1042

W.2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

SE/TE: How-to Essay: Insert transitions, 486, Revising to combine sentences using conjunctions, 487; also see; Transitions, 94, 771, 826, 859, 882, 1044

W.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

SE/TE: Drafting, 486, 550, 642, 826, 880, 1042

W.2.e. Establish and maintain a formal style. SE/TE: Writing Workshops: Prewriting, 549, 640, 824, 879, 1040; Drafting, 550, 642, 826, 880, 1042

W.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Graphic organizer, 700; also see: Student Model (blue call-out boxes), 554, 644, 884, 1048

W.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.3.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

SE/TE: Writing Workshops: Autobiographical Narrative, 176–183; Short Story, 384–391; also see: Transitions, 94, 486, 771, 826, 859, 882, 1044




(Grade 7)

Common Core Standards for English Language Arts, Grade 7

Prentice Hall Literature © 2010 Grade 7

English Language Arts Standards » Language » Introduction

The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

English Language Arts Standards » Language » Grade 7

Conventions of Standard English

L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

SE/TE: Commas, 956, 985, R43

Knowledge of Language

Vocabulary Acquisition and Use

L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

SE/TE: Synonym: rewrite sentence with, 45, 429, 437, 591, 597, 769, using thesaurus, 187, match, with answer choice, 457; Analogy, match, in word pairs, 67, 111, 673, 997, 1003; Homophones, 97, 829; Antonym, match, with answer choice, 449

L.5.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

SE/TE: Vocabulary Workshop: Connotation/Denotation, 708–709


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