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

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Maryland Standards for Seventh Grade English Language Arts

MD.1.0. General Reading Processes

1.C. Students will read orally with accuracy and expression at a rate that sounds like speech.

1.C.2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
1.C.2.a. Apply knowledge of word structures and patterns to read with automaticity
1.C.2.b. Demonstrate appropriate use of phrasing
1.C.2.b.2. Use punctuation cues to guide meaning and expression
1.C.2.c. Increase sight words read fluently

1.D. Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary.

1.D.1. Develop and apply vocabulary through exposure to a variety of texts
1.D.1.a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
1.D.1.b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
1.D.3. Understand, acquire, and use new vocabulary
1.D.3.a. Use context to determine the meanings of words
1.D.3.b. Use word structure to determine the meaning of words
1.D.3.c. Use resources to confirm definitions and gather further information about words
1.D.3.d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

1.E. Students will use a variety of strategies to understand what they read (construct meaning).

1.E.1. Apply comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
1.E.1.a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
1.E.1.c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
1.E.2. Use strategies to prepare for reading (before reading)
1.E.2.a. Select and apply appropriate strategies to prepare for reading the text
1.E.3. Use strategies to make meaning from text (during reading)
1.E.3.a. Select and apply appropriate strategies to make meaning from text during reading
1.E.4. Use strategies to demonstrate understanding of the text (after reading)
1.E.4.a. Identify and explain the main idea
1.E.4.b. Identify and explain information directly stated in the text
1.E.4.c. Draw inferences and/or conclusions and make generalizations
1.E.4.d. Confirm, refute, or make predictions
1.E.4.e. Summarize or paraphrase
1.E.4.f. Connect the text to prior knowledge or personal experience

MD.2.0. Comprehension of Informational Text

2.A.1. Apply comprehension skills by selecting, reading, and interpreting a variety of print and non-print informational texts, including electronic media

2.A.1.b. Read, use, and identify the characteristics of workplace and other real-world documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents

2.A.2. Analyze text features to facilitate understanding of informational texts

2.A.2.a. Analyze print features that contribute to meaning
2.A.2.c. Analyze informational aids that contribute to meaning
2.A.2.e. Analyze online features that contribute to meaning
2.A.2.f. Analyze the relationship between the text features and the content of the text as a whole

2.A.3. Apply knowledge of organizational patterns of informational text to facilitate understanding

2.A.3.a. Analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details, order of importance, transition or signal words and phrases that indicate the organizational pattern

2.A.4. Analyze important ideas and messages in informational texts

2.A.4.a. Identify and explain the author's/text's purpose and intended audience
2.A.4.c. State and support main ideas and messages
2.A.4.d. Summarize or paraphrase
2.A.4.e. Identify and explain information or ideas peripheral to the main idea or message
2.A.4.f. Explain relationships between and among ideas
2.A.4.g. Synthesize ideas from text
2.A.4.h. Distinguish between a fact and an opinion
2.A.4.i. Explain how someone might use the text

2.A.5. Analyze purposeful use of language

2.A.5.a. Analyze specific word choice that contributes to the meaning and/or creates style
2.A.5.b. Analyze specific language choices to determine tone
2.A.5.c. Analyze repetition and variation of specific words and phrases that contribute to meaning

2.A.6. Read critically to evaluate informational text

2.A.6.a. Analyze the extent to which the text fulfills the reading purpose
2.A.6.b. Analyze the extent to which the structure and text features clarify the purpose and the information
2.A.6.d. Analyze the author's argument or position for clarity and/or bias
2.A.6.e. Analyze additional information that would clarify or strengthen the author's argument or viewpoint
2.A.6.f. Analyze language and other techniques intended to persuade the reader

MD.3.0. Comprehension of Literary Text

3.A.1. Apply comprehension skills by reading and analyzing a variety of self-selected and assigned literary texts including print and non-print

3.A.1.a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
3.A.1.b. Listen to critically, read, and discuss a variety of literary forms and genres

3.A.2. Analyze text features to facilitate understanding of literary texts

3.A.2.a. Analyze text features that contribute to meaning

3.A.3. Analyze elements of narrative texts to facilitate understanding and interpretation

3.A.3.a. Distinguish among types of grade-appropriate narrative such as short stories, folklore, realistic fiction, science fiction, historical fiction, fantasy, essays, biographies, autobiographies, personal narratives, plays, and lyric and narrative poetry
3.A.3.b. Analyze the events of the plot
3.A.3.c. Analyze details that provide information about the setting, the mood created by the setting, and ways in which the setting affects characters
3.A.3.d. Analyze characterization
3.A.3.e. Analyze relationships between and among characters, setting and events
3.A.3.f. Analyze the actions of characters that serve to advance the plot
3.A.3.g. Analyze internal and/or external conflicts that motivate characters and those that advance the plot
3.A.3.h. Analyze the author's approach to issues of time in a narrative
3.A.3.j. Analyze the interactions among narrative elements and their contribution to meaning

3.A.5. Analyze elements of drama to facilitate understanding and interpretation

3.A.5.a. Use structural features to distinguish among types of plays
3.A.5.b. Analyze the action of individual scenes and acts and their relationship to the plot
3.A.5.c. Analyze how stage directions affect dialogue, characters, and plot

3.A.6. Analyze important ideas and messages in literary texts

3.A.6.b. Analyze similar themes across multiple texts
3.A.6.c. Summarize or paraphrase
3.A.6.d. Reflect on and explain personal connections to the text
3.A.6.e. Explain the implications of the text for the reader and/or society

3.A.7. Analyze the author's purposeful use of language

3.A.7.b. Analyze language choices that create tone
3.A.7.c. Analyze figurative language that contributes to meaning and/or creates style

3.A.8. Read critically to evaluate literary texts

3.A.8.a. Analyze the plausibility of the plot and the credibility of the characters
3.A.8.b. Analyze the extent to which the text contains ambiguities, subtleties, or contradictions
3.A.8.c. Analyze the relationship between a literary text and its historical and/or social context
3.A.8.d. Analyze the relationship between the structure and the purpose of the text

MD.4.0. Writing

4.A.1. Compose texts using the prewriting and drafting strategies of effective writers and speakers

4.A.1.b. Select, organize, and develop ideas appropriate to topic, audience, and purpose
4.A.1.b.3. Verify the effectiveness of paragraph development by modifying topic, support and concluding sentences as necessary

4.A.2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade

4.A.2.b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using evocative language and appropriate organizational structure to create a dominant impression
4.A.2.c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within and between paragraphs
4.A.2.d. Compose to persuade by supporting, modifying, or disagreeing with a position, using effective rhetorical strategies
4.A.2.d.1. Write an assertion and use evidence that appeals to audience emotion, reasoning, or trust
4.A.2.d.4. Use connotation, repetition, parallelism, and figurative language to control audience emotion and reaction
4.A.2.d.5. Use authoritative citations when effective and document appropriately

4.A.3. Compose texts using the revising and editing strategies of effective writers and speakers

4.A.3.a. Revise texts for clarity, completeness, and effectiveness
4.A.3.a.2. Clarify meaning through the placement of antecedents, modifiers, connectors, and transitional devices
4.A.3.a.3. Clarify the relationships among ideas through coordination and subordination that are purposeful, logical, succinct, and balanced

4.A.4. Identify how language choices in writing and speaking affect thoughts and feelings

4.A.4.b. Make effective decisions regarding word choice according to connotative and denotative meanings

4.A.5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing

4.A.5.c. Evaluate the use of transitions in a text

4.A.6. Evaluate textual changes in a work and explain how these changes alter tone, clarify meaning, address a particular audience, or fulfill a purpose

4.A.6.a. Alter the tone of one's own writing by revising its diction for a specific purpose and/or audience

4.A.7. Locate, retrieve, and use information from various sources to accomplish a purpose

4.A.7.c. Use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information
4.A.7.c.2. Appropriate strategies for organizing source information or notes
4.A.7.d. Synthesize information from two or more sources to fulfill a self-selected or given purpose
4.A.7.e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism

MD.5.0. Controlling Language

5.A.1. Recognize elements of grammar in personal and academic reading

5.A.2. Apply knowledge of grammar concepts and skills to control oral and written language

5.A.2.a. Consider the meaning, position, form, and function of words when identifying and using grammatical concepts such as verbal and verbal phrases (gerunds, participles, and infinitives), reflexive and intensive pronouns, progressive forms of verbs, and active and passive voice
5.A.2.b. Combine and expand sentences by incorporating subjects, predicates, and modifiers and by logically coordinating, subordinating, and sequencing ideas
5.A.2.c. Differentiate grammatically complete sentences from non-sentences, including comma splices
5.A.2.d. Compose simple, compound, complex, and compound-complex sentences using independent, dependent, restrictive, and nonrestrictive clauses; transitions; conjunctions; and appropriate punctuation to connect ideas

5.B.1. Recognize examples of conventional USAge in personal and academic reading

5.B.2. Comprehend and apply standard English USAge in oral and written language

5.B.2.a. Apply appropriate subject/verb agreement such as agreement involving words of amount, time, and money
5.B.2.b. Apply consistent and appropriate use of the person, number, and case of pronouns; pronoun/antecedent agreement; special pronoun problems such as who - whom, and incomplete constructions; active and passive voice; and verbal and verbal phrases
5.B.2.c. Recognize and correct common USAge errors such as misplaced and dangling modifiers; incorrect use of verbs, double negatives; and commonly confused words such as accept - except

5.C.2. Apply standard English punctuation and capitalization in written language

5.C.2.a. Use commas and semicolons correctly such as in a compound sentence joined by a conjunctive adverb
5.C.2.b. Use an apostrophe to designate possession with indefinite pronouns and adjectives
5.C.2.d. Use a colon to introduce a list

5.D.1. Recognize conventional spelling in and through personal and academic reading

5.D.2. Apply conventional spelling in written language

5.D.2.a. Use conventional spelling in personal writing
5.D.2.b. Develop self-monitoring strategies for frequently misspelled words

5.D.3. Maintain a personal list of words to use in editing original writing

MD.7.0. Speaking

7.A.1. Demonstrate appropriate organizational strategies and delivery techniques to plan for a variety of oral presentation purposes

7.A.1.a. Select the purpose and format for an oral presentation
7.A.1.b. Evaluate the needs and perspectives of the audience
7.A.1.c. Anticipate and effectively answer listener concerns and counter arguments through the inclusion and arrangement of details, reasons, examples, and other elements
7.A.1.d. Use a variety of organization structures, such as narrative, cause and effect, chronological order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, and contrast that are appropriate to the purpose and topic

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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