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What's New: English Language Arts Worksheets and Study Guides

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Text Features Fourth Grade English Language Arts
Poetic Devices Fourth Grade English Language Arts
Capitalization Seventh Grade English Language Arts
Author's Purpose/Point of View Fifth Grade English Language Arts
Problem/Solution Third Grade English Language Arts
Main Idea Fourth Grade English Language Arts

Colorado Standards for Seventh Grade English Language Arts

CO.7.1. Oral Expression and Listening

7.1.1. Formal presentations require preparation and effective delivery. Students can:

7.1.1.a. 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. (CCSS: SL.7.4)
7.1.1.c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.7.6)
7.1.1.d. Prepare for audience and purpose by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content.

7.1.2. Small and large group discussions rely on active listening and the effective contributions of all participants. Students can:

7.1.2.a. 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. (CCSS: SL.7.1)
7.1.2.a.i. 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. (CCSS: SL.7.1a)
7.1.2.a.ii. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (CCSS: SL.7.1b)
7.1.2.a.iii. 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. (CCSS: SL.7.1c)
7.1.2.a.iv. Acknowledge new information expressed by others and, when warranted, modify their own views. (CCSS: SL.7.1d)
7.1.2.b. 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. (CCSS: SL.7.2)

CO.7.2. Reading for All Purposes

7.2.1. Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts. Students can:

7.2.1.a. Use Key Ideas and Details to:
7.2.1.a.i. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1)
7.2.1.a.ii. 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. (CCSS: RL.7.2)
7.2.1.a.iii. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CCSS: RL.7.3)
7.2.1.a.iv. Recognize the influence of setting on other narrative elements.
7.2.1.b. Use Craft and Structure to:
7.2.1.b.i. 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. (CCSS: RL.7.4)
7.2.1.b.ii. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CCSS: RL.7.5)
7.2.1.b.iii. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (CCSS: RL.7.6)
7.2.1.c. Use Integration of Knowledge and Ideas to:
7.2.1.c.ii. 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. (CCSS: RL.7.9)
7.2.1.d. Use Range of Reading and Complexity of Text to:
7.2.1.d.i. 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. (CCSS: RL.7.10)

7.2.2. Informational and persuasive texts are summarized and evaluated. Students can:

7.2.2.a. Use Key Ideas and Details to:
7.2.2.a.i. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)
7.2.2.a.ii. 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. (CCSS: RI.7.2)
7.2.2.a.iii. 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). (CCSS: RI.7.3)
7.2.2.b. Use Craft and Structure to:
7.2.2.b.i. 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. (CCSS: RI.7.4)
7.2.2.b.ii. 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. (CCSS: RI.7.5)
7.2.2.b.iii. Interpret a variety of graphical representations and connect them to information in the text.
7.2.2.b.iv. 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. (CCSS: RI.7.6)
7.2.2.c. Use Integration of Knowledge and Ideas to:
7.2.2.c.ii. 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. (CCSS: RI.7.8)
7.2.2.c.iii. 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. (CCSS: RI.7.9)
7.2.2.c.iv. Organize and synthesize information from multiple sources, determining the relevance of information.

7.2.3. Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts. Students can:

7.2.3.a. 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. (CCSS: L.7.4)
7.2.3.a.i. 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. (CCSS: L.7.4a)
7.2.3.a.ii. Use the tone of a passage to determine an approximate meaning of a word.
7.2.3.a.iii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). (CCSS: L.7.4b)
7.2.3.a.iv. 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. (CCSS: L.7.4c)
7.2.3.a.v. 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). (CCSS: L.7.4d)
7.2.3.a.vi. Differentiate between primary and secondary meanings of words.
7.2.3.b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCCS: L.7.5)
7.2.3.b.i. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (CCCS: L.7.5a)
7.2.3.b.iii. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (CCCS: L.7.5b)
7.2.3.b.iv. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending). (CCCS: L.7.5c)
7.2.3.c. 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. (CCSS: L.7.6)

CO.7.3. Writing and Composition

7.3.1. Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre features. Students can:

7.3.1.a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.7.3)
7.3.1.a.ii. Write using poetic techniques (alliteration, onomatopoeia, rhyme scheme, repetition); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) typical of the chosen genre.
7.3.1.a.iv. Establish a central idea, define a clear focus for each section of the text (paragraphs, verses), and use transitional words and phrases to link ideas and sections.
7.3.1.a.v. Decide on the content and placement of descriptive and sensory details within the text to address the targeted audience and purpose.
7.3.1.a.viii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.7.3c)

7.3.2. Organization is used when composing informational and persuasive texts. Students can:

7.3.2.a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.7.1)
7.3.2.a.i. Develop texts that explain a process; define a problem and offer a solution; or support an opinion.
7.3.2.a.iii. Reach an authentic audience with a piece of informational or persuasive writing.
7.3.2.a.iv. Explain and imitate emotional appeals used by writers who are trying to persuade an audience.
7.3.2.a.ix. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.7.1e)
7.3.2.a.v. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (CCSS: W.7.1a)
7.3.2.a.vi. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (CCSS: W.7.1b)
7.3.2.a.vii. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (CCSS: W.7.1c)
7.3.2.a.viii. Establish and maintain a formal style. (CCSS: W.7.1d)
7.3.2.b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.7.2)
7.3.2.b.iii. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (CCSS: W.7.2c)
7.3.2.b.vi. Provide a concluding statement or section that follows from and supports the information or explanation presented. (CCSS: W.7.2f)

7.3.3. Editing writing for proper grammar, usage, mechanics, and clarity improves written work. Students can:

7.3.3.a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.7.2)
7.3.3.a.ii. Spell correctly. (CCSS: L.7.2b)
7.3.3.b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.7.1)
7.3.3.b.i. Explain the function of phrases and clauses in general and their function in specific sentences. (CCSS: L.7.1a)
7.3.3.b.ii. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (CCSS: L.7.1b)
7.3.3.b.iii. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (CCSS: L.7.1c)
7.3.3.c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.7.3)
7.3.3.d. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (CCSS: L.7.3a)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS: W.7.4)
7.3.3.e. 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. (CCSS.W.7.5)
7.3.3.e.i. Use punctuation correctly (commas and parentheses to offset parenthetical elements; colons to introduce a list; and hyphens).
7.3.3.e.ii. Write and punctuate compound and complex sentences correctly.
7.3.3.e.iii. Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening phrases.
7.3.3.e.v. Write with consistent verb tense across paragraphs.
7.3.3.e.vi. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs.
7.3.3.e.viii. Improve word choice by using a variety of references, such as a thesaurus.

CO.7.4. Research and Reasoning

7.4.1. Answering a research question logically begins with obtaining and analyzing information from a variety of sources. Students can:

7.4.1.b. 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. (CCSS: W.7.8)
7.4.1.b.iii. Collect, interpret, and analyze relevant information; identify direct quotes for use in the report and information to summarize or paraphrase that will support the thesis or research question.
7.4.1.c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.7.9)
7.4.1.c.i. 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”). (CCSS: W.7.9a)
7.4.1.c.ii. 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”). (CCSS: W.7.9b)

7.4.2. Logical information requires documented sources. Students can:

7.4.2.a. Synthesize information from multiple sources using logical organization, effective supporting evidence, and variety in sentence structure.
7.4.2.c. Prepare presentation of research findings (written, oral, or a visual product) for clarity of content and effect, and grammatically correct use of language, spelling, and mechanics.

7.4.3. Reasoned material is evaluated for its quality using both its logic and its use of a medium. Students can:

7.4.3.a. Identify low-credibility stories by noticing vested interests or passion associated with content.
7.4.3.b. Obtain useful information from standard news stories.
7.4.3.d. Consider alternative perspectives of media presentations.

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