What's New: Worksheets and Study Guides

Fractions Greater Than or Less Than 1/2 Second Grade Math
Commutative Property First Grade Math
Whole Numbers Kindergarten Math
Probability Second Grade Math
Place Value Second Grade Math
Measurement First Grade Math
Congruent Shapes Third Grade Math

Ohio Standards for Seventh Grade English Language Arts

Expository TextWorksheets: 3Study Guides: 1Pronouns Worksheets: 4Study Guides: 1VerbsWorksheets: 3Vocabulary Worksheets: 3Study Guides: 1

OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.10. Grade Level Indicator: Speaking Applications: Deliver persuasive presentations that: establish a clear position; include relevant evidence to support a position and to address counter-arguments.

10.2. Grade Level Indicator: Listening and Viewing: Draw logical inferences from presentations and visual media.

10.3. Grade Level Indicator: Listening and Viewing: Interpret the speaker's purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

10.6. Grade Level Indicator: Speaking Skills and Strategies: Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response.

10.7. Grade Level Indicator: Speaking Skills and Strategies: Vary language choices as appropriate to the context of the speech.

10.8. Grade Level Indicator: Speaking Applications: Deliver informational presentations (e.g., expository, research) that: demonstrate an understanding of the topic and present events or ideas in a logical sequence; support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and draw from multiple sources and identify sources used.

10.9. Grade Level Indicator: Speaking Applications: Deliver formal and informal descriptive presentations that convey relevant information and descriptive details.

10.A. Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

10.B. Explain a speaker's point of view and use of persuasive techniques in presentations and visual media.

10.C. Vary language choice and use effective presentation techniques, including voice modulation and enunciation.

10.D. Select an organizational structure appropriate to the topic, audience, setting and purpose.

10.F. Give presentations using a variety of delivery methods, visual materials and technology.

OH.2. Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.1. Grade Level Indicator: Contextual Understanding: Define the meaning of unknown words through context clues and the author's use of comparison, contrast, definition, restatement and example.

2.2. Grade Level Indicator: Conceptual Understanding: Apply knowledge of connotation and denotation to determine the meaning of words.

2.3. Grade Level Indicator: Conceptual Understanding: Infer word meanings through the identification of analogies and other word relationships, including synonyms and antonyms.

2.4. Grade Level Indicator: Conceptual Understanding: Interpret metaphors and similes to understand new uses of words and phrases in text.

2.5. Grade Level Indicator: Conceptual Understanding: Recognize and use words from other languages that have been adopted into the English language.

2.6. Grade Level Indicator: Structural Understanding: Use knowledge of Greek, Latin and Anglo-Saxon roots and affixes to understand vocabulary.

2.8. Grade Level Indicator: Tools and Resources: Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

2.A. Use context clues and text structures to determine the meaning of new vocabulary.

2.B. Infer word meaning through identification and analysis of analogies and other word relationships.

2.C. Apply knowledge of connotation and denotation to learn the meanings of words.

2.D. Use knowledge of symbols, acronyms, word origins and derivations to determine the meanings of unknown words.

2.E. Use knowledge of roots and affixes to determine the meanings of complex words.

2.F. Use multiple resources to enhance comprehension of vocabulary.

OH.3. Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.1. Grade Level Indicator: Comprehension Strategies: Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

3.2. Grade Level Indicator: Comprehension Strategies: Predict or hypothesize as appropriate from information in the text, substantiating with specific references to textual examples that may be in widely separated sections of text.

3.4. Grade Level Indicator: Comprehension Strategies: Summarize the information in texts, using key ideas, supporting details and referencing gaps or contradictions.

3.6. Grade Level Indicator: Comprehension Strategies: Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

3.7. Grade Level Indicator: Self-Monitoring Strategies: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

3.9. Grade Level Indicator: Independent Reading: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

3.A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.

3.B. Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.

OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.1. Grade Level Indicator: Use text features, such as chapter titles, headings and subheadings; parts of books, including index, appendix, table of contents and online tools (search engines) to locate information.

4.2. Grade Level Indicator: Analyze examples of cause and effect and fact and opinion.

4.5. Grade Level Indicator: Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays.

4.6. Grade Level Indicator: Assess the adequacy, accuracy and appropriateness of an author's details, identifying persuasive techniques and examples of bias and stereotyping.

4.7. Grade Level Indicator: Identify an author's purpose for writing and explain an author's argument, perspective or viewpoint in text.

4.A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

4.B. Recognize the difference between cause and effect and fact and opinion to analyze text.

4.D. Identify arguments and persuasive techniques used in informational text.

4.E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.

OH.5. Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.1. Grade Level Indicator: Explain interactions and conflicts (e.g., character vs. self, nature or society) between main and minor characters in literary text and how the interactions affect the plot.

5.2. Grade Level Indicator: Analyze the features of the setting and their importance in a text.

5.3. Grade Level Indicator: Identify the main and minor events of the plot, and explain how each incident gives rise to the next.

5.6. Grade Level Indicator: Explain the defining characteristics of literary forms and genres, including poetry, drama, myths, biographies, autobiographies, science fiction, fiction and non-fiction.

5.7. Grade Level Indicator: Interpret how mood or meaning is conveyed through word choice, figurative language and syntax.

5.A. Describe and analyze the elements of character development.

5.B. Analyze the importance of setting.

5.C. Identify the elements of plot and establish a connection between an element and a future event.

5.E. Demonstrate comprehension by inferring themes, patterns and symbols.

5.F. Identify similarities and differences of various literary forms and genres.

5.G. Explain how figurative language expresses ideas and conveys mood.

OH.6. Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.13. Grade Level Indicator: Drafting, Revising and Editing: Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

6.14. Grade Level Indicator: Drafting, Revising and Editing: Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

6.15. Grade Level Indicator: Drafting, Revising and Editing: Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons.

6.2. Grade Level Indicator: Prewriting: Conduct background reading, interviews or surveys when appropriate.

6.4. Grade Level Indicator: Prewriting: Determine a purpose and audience.

6.6. Grade Level Indicator: Drafting, Revising and Editing: Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

6.7. Grade Level Indicator: Drafting, Revising and Editing: Vary simple, compound and complex sentence structures.

6.8. Grade Level Indicator: Drafting, Revising and Editing: Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

6.9. Grade Level Indicator: Drafting, Revising and Editing: Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose.

6.B. Determine audience and purpose for self-selected and assigned writing tasks.

6.F. Edit to improve fluency, grammar and usage.

OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.2. Grade Level Indicator: Write responses to novels, stories, poems and plays that provide an interpretation, a critique or a reflection and support judgments with specific references to the text.

7.3. Grade Level Indicator: Write business letters that are formatted to convey ideas, state problems, make requests or give compliments.

7.5. Grade Level Indicator: Write persuasive essays that establish a clear position and include relevant information to support ideas.

7.B. Write responses to literature that extend beyond the summary and support judgments through references to the text.

7.C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner.

7.E. Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence.

OH.8. Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.1. Grade Level Indicator: Spelling: Spell high-frequency words correctly.

8.2. Grade Level Indicator: Punctuation and Capitalization: Use commas, end marks, apostrophes and quotation marks correctly.

8.3. Grade Level Indicator: Punctuation and Capitalization: Use semicolons, colons, hyphens, dashes and brackets correctly.

8.4. Grade Level Indicator: Punctuation and Capitalization: Use correct capitalization.

8.5. Grade Level Indicator: Grammar and Usage: Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

8.6. Grade Level Indicator: Grammar and Usage: Use dependent and independent clauses.

8.7. Grade Level Indicator: Grammar and Usage: Use subject-verb agreement with collective nouns, indefinite pronouns, compound subjects and prepositional phrases.

8.8. Grade Level Indicator: Grammar and Usage: Conjugate regular and irregular verbs in all tenses correctly.

8.A. Use correct spelling conventions.

8.B. Use conventions of punctuation and capitalization in written work.

8.C. Use grammatical structures to effectively communicate ideas in writing.

OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.2. Grade Level Indicator: Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

9.3. Grade Level Indicator: Identify and explain the importance of validity in sources, including publication date, coverage, language, points of view, and describe primary and secondary sources.

9.6. Grade Level Indicator: Integrate quotations and citations into written text to maintain a flow of ideas.

9.7. Grade Level Indicator: Use an appropriate form of documentation, with teacher assistance, to acknowledge sources (e.g., bibliography, works cited).

9.8. Grade Level Indicator: Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position with organized and relevant evidence about the topic or research question.

9.C. Organize information in a systematic way.

9.D. Acknowledge quoted and paraphrased information and document sources used.

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

21st Century Skills FrameworkAlabama Common Core StandardsAlabama StandardsAlaska StandardsArizona Common Core StandardsArizona StandardsArkansas Common Core StandardsArkansas StandardsCalifornia Common Core StandardsCalifornia StandardsColorado Common Core StandardsColorado StandardsCommon Core State StandardsConnecticut Common Core StandardsConnecticut StandardsDelaware Common Core StandardsDelaware StandardsFlorida Common Core StandardsFlorida Standards (NGSSS)Georgia Common Core StandardsGeorgia StandardsHawaii Common Core StandardsHawaii StandardsIdaho Common Core StandardsIdaho StandardsIllinois Common Core StandardsIllinois StandardsIndiana Common Core StandardsIndiana StandardsIowa Common Core StandardsIowa Core StandardsKansas Common Core StandardsKansas StandardsKentucky Common Core StandardsKentucky StandardsLouisiana Common Core StandardsLouisiana StandardsMaine Common Core StandardsMaine StandardsMaryland Common Core StandardsMaryland StandardsMassachusetts Common Core StandardsMassachusetts StandardsMichigan Common Core StandardsMichigan StandardsMinnesota Common Core StandardsMinnesota StandardsMississippi Common Core StandardsMississippi StandardsMissouri Common Core StandardsMissouri StandardsMontana Common Core StandardsMontana StandardsNebraska StandardsNevada Common Core StandardsNevada StandardsNew Hampshire Common Core StandardsNew Hampshire StandardsNew Jersey Common Core StandardsNew Jersey StandardsNew Mexico Common Core StandardsNew Mexico StandardsNew York Common Core StandardsNew York StandardsNorth Carolina Common Core StandardsNorth Carolina StandardsNorth Dakota Common Core StandardsNorth Dakota StandardsOhio Common Core StandardsOhio StandardsOklahoma Common Core StandardsOklahoma StandardsOregon Common Core StandardsOregon StandardsPennsylvania Common Core StandardsPennsylvania StandardsRhode Island Common Core StandardsRhode Island StandardsSouth Carolina Common Core StandardsSouth Carolina StandardsSouth Dakota Common Core StandardsSouth Dakota StandardsTennessee Common Core StandardsTennessee StandardsTexas Assessments Standards (STAAR)Texas TEKS StandardsU.S. National StandardsUtah Common Core StandardsUtah StandardsVermont Common Core StandardsVermont StandardsVirgin Islands Common Core StandardsVirginia StandardsWashington Common Core StandardsWashington DC Common Core StandardsWashington DC StandardsWashington StandardsWest Virginia Common Core StandardsWest Virginia StandardsWisconsin Common Core StandardsWisconsin StandardsWyoming Common Core StandardsWyoming Standards