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Grade Level Reading Expectations - Seventh Grade

Making Meaning at Text Level

  • Oral reading reflects understanding of the purpose of the reading and awareness of the audience's interest, experience, and purpose
  • Analyzes the effectiveness of literary devices and makes comparisons with similar techniques in other texts, e.g. irony, sarcasm, figurative language
  • Identifies symbolic content and analyzes its effectiveness on the reading and meaning gained
  • Analyzes the interdependence and interaction of characters, setting, and plot
  • Explains how a character's actions and traits shape or support the plot
  • Identifies elements the author has omitted and those that require inferential skills for full understanding
  • Synthesizes ideas and/or information from more than one text form, type, and style to make generalizations or draw conclusions about a topic or issue
  • Identifies bias in contemporary informational an fictional writing

Making Meaning at Word Level

  • Increases vocabulary in technical, content, and literary reading and uses it appropriately in speech and writing
  • Explores some new vocabulary in depth, identifying or checking meaning, root word, affixes, synonyms, antonyms, and origins

Making Meaning Using Context

    Uses an appropriate range of textual and graphical features in both paper and electronic sources interdependently

    uses book and text features flexibly and interdependently to follow through a topic or to justify an opinion

  • Evaluates strategies used when reading to perform a task or seek new information

Reading Attitudes and Behaviors

  • Perseveres until sufficient information is located to complete a task, form an opinion, or satisfy an interest
  • Analyzes issues from reading and relates these to own experiences and to current or past local, national, and international issues
  • Oral and written responses include conjectures about the relevance of what is read to possible future experiences
  • Takes responsibility for making time and effort to locate and use a range of resources to pursue an interest or task
  • Responses include evidence of understanding of issues and underlying theme as well as consideration of the way readers from other cultures may respond differently
  • Understands the unique contribution reading adds to the process of thinking and self-development
  • Actively seeks opinions and reactions from peers and teaches about specific aspects of evaluating progress and interests in reading

 

      Fiction
    (Literary)
    Non-fiction
    (Information, task, career)
    Text Features
    New to
    Grade Level
    • Classics
    • Public documents—contracts, warranties, and guarantees
    • Policies

     

    Previously
    Introduced
    • Narratives - realistic, fantasy, traditional folktales, legends, fables, myths, and tall tales
    • Songs
    • Letters (personal and functional)
    • Diaries
    • Poetry - rhymed, unrhymed, haiku, cinquain, ballads
    • Plays
    • Proverbs, Sayings, Idioms
    • Essays
    • Magazines
    • Comics, Cartoons
    • Historical and contemporary fiction (Novels, Short stories)
    • Science fiction
    • Poetry - contemporary,
    • historical

    • Mysteries
    • Nonfiction texts should include science, social studies, math, the arts, health, fitness, and technology.
    • Procedural and technical texts
    • Exposition Reports
    • Dictionaries
    • Informational posters
    • Encyclopedias
    • Almanacs
    • Thesaurus
    • Brochures
    • Diaries / Journals
    • Biographies
    • Autobiographies
    • Speeches
    • Interviews
    • Advertisements
    • Essays
    • Atlases
    • Newspapers
    • Newspaper reports
    • Magazines
    • Magazine articles
    • Memos
    • Directories, Phone books
    • Business letters
    • Schedules
    • Manuals
    • Promotional material
    • Editorials
    • Public documents - contracts, warranties, and guarantees
    • Consumer reports
    • Trade publications
    • Research papers