Rhode Island Standards for Seventh Grade English Language Arts

Kinds of Sentences
Worksheets: 4Study Guides: 1
Letter Writing
Worksheets: 4Study Guides: 1
Listening and Viewing
Worksheets: 3Study Guides: 1
Modifiers-Adjectives
Worksheets: 3Study Guides: 1
Nouns
Worksheets: 4Study Guides: 1
Parts of Speech
Worksheets: 3Study Guides: 1
Pronouns
Worksheets: 4Study Guides: 1
Reading Graphics
Worksheets: 3Study Guides: 1
Study Skills
Worksheets: 3Study Guides: 1
Subject and Verb Agreement
Worksheets: 4Study Guides: 1
Verbs
Worksheets: 3Study Guides: 1
Verbs
Worksheets: 3

RI.OC-7-1. NECAP (Writing) - Grade Level Expectation: Oral Communicates Strategies: Interactive Listening: In oral communication, students demonstrate interactive listening by:

OC-7-1.4. Participating in large and small group discussions showing respect for a range of individual ideas (Local)

Conducting Interviews and Discussions
Worksheets :3Study Guides :1

RI.OC-7-2. NECAP (Writing) - Grade Level Expectation: Oral Communicates Strategies: Make Oral Presentations: In oral communication, students make oral presentations by:

OC-7-2.5. Using a variety of strategies of address (e.g., eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively (Local)

Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Speaking
Worksheets :3Study Guides :1
Vocabulary
Worksheets :3Study Guides :1

RI.R-7-1. NECAP (Reading) - Grade Level Expectation: Word Identification Skills and Strategies: Applies word identification/ decoding strategies by:

R-7-1.1. Identifying multi-syllabic words by using knowledge of sounds, syllable division, and word patterns (Local)

Decoding Strategies
Analogy, word structure, syntax, and semantics. Read more...iWorksheets :3
Syllables/Spelling Patterns
What is a Syllable? A syllable is a single sound heard when saying a word out loud. All words have at least one syllable. What are Spelling Patterns? Selling patterns are a pair or group of letters that can be found in many words: bead, meat, read, lead, bread, dead, head, instead, great, break. Read more...iWorksheets :4Study Guides :1

RI.R-7-11. NECAP (Reading) - Grade Level Expectation: Reading Fluency and Accuracy: Reads grade-level appropriate material with:

R-7-11.1. Accuracy: reading material appropriate for grade 7 with at least 90-94% accuracy (Local)

Text Features
A map is a visual representation of a section of land. A map has several features to help readers interpret information: compass, index, scale, symbols, legend. Read more...iWorksheets :3Study Guides :1
Reading Rate
Worksheets :3Study Guides :1

R-7-11.2. Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands, and purpose for reading (Local)

Text Features
A map is a visual representation of a section of land. A map has several features to help readers interpret information: compass, index, scale, symbols, legend. Read more...iWorksheets :3Study Guides :1
Reading Rate
Worksheets :3Study Guides :1

R-7-11.3. Fluency: reading familiar text with phrasing and expression, and with attention to text features such as punctuation, italics, and dialogue (Local)

Punctuation for Comprehension
Use knowledge of punctuation to assist in comprehension. Read more...iWorksheets :3
Narrative Text
Worksheets :3Study Guides :1

RI.R-7-12. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Strategies for Monitoring and Adjusting Reading: Demonstrates ability to monitor comprehension for different types of texts and purposes by:

R-7-12.1. Using a range of self-monitoring and self-correction approaches (e.g., predicting and confirming, rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, skimming, scanning, using syntax/language structure, semantics/meaning, or other context cues) (Local)

Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Text Features
A map is a visual representation of a section of land. A map has several features to help readers interpret information: compass, index, scale, symbols, legend. Read more...iWorksheets :3Study Guides :1
Making Predictions
What is a Prediction? A prediction is an educated guess about what is going to happen NEXT in the story. When making a prediction: Use hints and clues the author includes in the story. Ask yourself: Does my prediction make sense? Read more...iWorksheets :4Study Guides :1
Vocabulary
Worksheets :3Study Guides :1
Reading Rate
Worksheets :3Study Guides :1

RI.R-7-13. NECAP (Reading) - Grade Level Expectation: Reading Strategies: Reading Comprehension Strategies:

R-7-13.1. Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local)

Reading Process
Worksheets :3Study Guides :1

RI.R-7-15. NECAP (Reading) - Grade Level Expectation: Breadth of Reading: Reading for Research Across Content Areas: Research by reading multiple sources (including print and non-print texts) to solve a problem, or to make a decision, or to formulate a judgment, or to support a thesis by:

R-7-15.2. Evaluating information presented, in terms of relevance (Local)

Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Thinking Skills
Worksheets :3Study Guides :1

R-7-15.3. Gathering, organizing, analyzing, and interpreting the information (Local)

Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Thinking Skills
Worksheets :3Study Guides :1

R-7-15.4. Using evidence to support conclusions (Local)

Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Expository Text
Worksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

RI.R-7-16. NECAP (Reading) - Grade Level Expectation: Literary Texts: Generates a Personal Response: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Generates a personal response to what is read through a variety of means:

R-7-16.1. Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)

Interpret Text
Interpret texts from a variety of genres. Read more...iWorksheets :3

R-7-16.2. Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

RI.R-7-2. NECAP (Reading) - Grade Level Expectation: Vocabulary: Vocabulary Strategies: Students identify the meaning of unfamiliar vocabulary by:

R-7-2.1. Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as, dictionaries, glossaries, thesauruses; or prior knowledge) (State)

Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Decoding Strategies
Analogy, word structure, syntax, and semantics. Read more...iWorksheets :3
Prefix/Suffix
A prefix is a group of letters added to the beginning of a root word or another prefix. Read more...iWorksheets :4Study Guides :1
Root Words
A root is the basic element of a word. It is the foundation on which the meaning of the word is built. Prefixes and suffixes are added to root words to form new words. Read more...iWorksheets :4Study Guides :1
Dictionary Skills
Worksheets :3Study Guides :1
Structural Analysis
Worksheets :3Study Guides :1
Vocabulary
Worksheets :3Study Guides :1
Reading-Structural Analysis
Worksheets :4Study Guides :1
Using References
Worksheets :3Study Guides :1

RI.R-7-3. NECAP (Reading) - Grade Level Expectation: Vocabulary: Breath of Vocabulary: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:

R-7-3.1. Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)

Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Grammar/Spelling
FreePlural Nouns. Plural words are words that mean MORE than one of something. Possessive Nouns. Possessive nouns show ownership. Homonyms. Homonyms are words that sound the same but have different meanings. Read more...iWorksheets :7Study Guides :1
Analogies
What is an Analogy? An analogy is a comparison of two different things that have something particular in common. An analogy is a comparison based on a similarity. Read more...iWorksheets :4Study Guides :1
Vocabulary
Worksheets :3Study Guides :1

R-7-3.2. Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

Content Vocabulary
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Read more...
iWorksheets :3
Context Clues
Context clues are clues found in a text that may help you figure out the definition of a word that you do not know. Read more...iWorksheets :7Study Guides :1
Vocabulary
Your vocabulary is made up words that you know how to pronounce, know the correct meaning of, and know how to use properly in a sentence. Read more...iWorksheets :3Study Guides :1
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Vocabulary
Worksheets :3Study Guides :1

RI.R-7-4. NECAP (Reading) - Grade Level Expectation: Literary Texts: Initial Understanding of literary Texts: All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and High school GSEs. Demonstrate initial understanding of elements of literary texts by:

R-7-4.1. Identifying or describing character(s), setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action (State)

Literary Elements
Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Main Idea
What is Main Idea? The main idea of a text is what the text is written about. The main idea is the subject or main topic of the text. What is Plot? The author plans out a specific sequence of events in the story from start to finish. This specific plan is known as the PLOT of the story. Read more...iWorksheets :3Study Guides :1
Narrative Text
Worksheets :3Study Guides :1

R-7-4.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)

Sequencing
What is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1

R-7-4.4. Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories) (Local)

Different Genres
Define characteristics of difference genres. Read more...iWorksheets :3
Parts of Speech
A part of speech refers to how a word is used in a sentence. Parts of speech include singular, plural, possessive nouns, regular and irregular verbs, and prepositions for example. Read more...iWorksheets :6Study Guides :1
Reading-Drama
Worksheets :3Study Guides :1

R-7-4.5. Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, or personification (Local)

Literary Devices
Simile, metaphor, and personification. Read more...iWorksheets :3
Literary Techniques
Recognize symbolism, alliteration, flashback, and foreshadowing. Read more...iWorksheets :3
Literary Elements
Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3
Literary Elements/Poetic Devices
A literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
Narrative Text
Worksheets :3Study Guides :1
Reading-Figurative Language
Worksheets :3Study Guides :1

RI.R-7-5. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret elements of literary texts, citing evidence where appropriate by:

R-7-5.1. Explaining or supporting logical predictions (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Making Predictions
What is a Prediction? A prediction is an educated guess about what is going to happen NEXT in the story. When making a prediction: Use hints and clues the author includes in the story. Ask yourself: Does my prediction make sense? Read more...iWorksheets :4Study Guides :1

R-7-5.2. Describing characters' traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters' traits, motivations, or their changes over time (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Literary Elements
Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Narrative Text
Worksheets :3Study Guides :1

R-7-5.3. Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (State)

Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Cause and Effect
FreeCause and effect is a relationship between events or things, where one is the result of the other or others. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Cause/Effect, Fact/Opinion
Cause and effect refers to the relationship between two events. A cause is why something happens and an effect is what happened as a result of that cause. A fact is information that is known to be true. Read more...iWorksheets :3Study Guides :1
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Narrative Text
Worksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

R-7-5.5. Explaining how the author's message or theme is supported within the text (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Author's Purpose/Point of View
Author’s purpose answers the question: Why did the author write this text? An author always has a purpose for writing. Authors may write: to inform, to entertain, to persuade. Read more...iWorksheets :3Study Guides :1
Author's Purpose
Worksheets :4Study Guides :1
Narrative Text
Worksheets :3Study Guides :1

RI.R-7-6. NECAP (Reading) - Grade Level Expectation: Literary Texts: Analysis and Interpretation of Literary Texts, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of literary texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Analyze and interpret author's craft, citing evidence where appropriate by:

R-7-6.1. Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, repetition, flashback, foreshadowing, or personification) to analyze literary works (State)

Literary Devices
Simile, metaphor, and personification. Read more...iWorksheets :3
Literary Techniques
Recognize symbolism, alliteration, flashback, and foreshadowing. Read more...iWorksheets :3
Literary Elements/Poetic Devices
A literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1

R-7-6.2. Demonstrating knowledge of use of literary elements and devices (e.g., rhyme schemes, alliteration, simile, dialogue, metaphors, onomatopoeia, repetition, or idioms) to analyze literary works (Local)

Literary Devices
Simile, metaphor, and personification. Read more...iWorksheets :3
Literary Elements
Setting, plot, character, rhythm and rhyme. Read more...iWorksheets :3
Literary Elements/Poetic Devices
A literary element, or narrative element, or element of literature is a constituent of all works of narrative fiction—a necessary feature of verbal storytelling that can be found in any written or spoken narrative. Read more...iWorksheets :3Study Guides :1
Figurative Language
FreeWhen authors use figurative language, they use similes, metaphors, hyperbole, onomatopoeia, personification and idioms to make their writing more descriptive. Read more...iWorksheets :4Study Guides :1
Narrative Text
Worksheets :3Study Guides :1
Reading-Figurative Language
Worksheets :3Study Guides :1

RI.R-7-7. NECAP (Reading) - Grade Level Expectation: Informational Texts: Initial Understanding of Informational Text: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Demonstrate initial understanding of informational texts (expository and practical texts) by:

R-7-7.1. Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State)

Text Features
Worksheets :4Study Guides :1

R-7-7.2. Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Expository Text
Worksheets :3Study Guides :1

R-7-7.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1
Expository Text
Worksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

R-7-7.5. Identifying the characteristics of a variety of types of text (e.g., reference: thesauruses, reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals; and practical/functional: procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets) (Local)

Different Genres
Define characteristics of difference genres. Read more...iWorksheets :3
Dictionary Skills
Worksheets :3Study Guides :1
Reading and the Internet
Worksheets :3Study Guides :1
Using References
Worksheets :3Study Guides :1

RI.R-7-8. NECAP (Reading) - Grade Level Expectation: Informational Texts: Analysis and Interpretation of Literary Text, Citing Evidence: All students need ongoing opportunities to apply and practice reading strategies with many different types of informational texts (expository and practical texts across content areas). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in NECAP GLEs and GSEs. Analyze and interpret informational text, citing evidence as appropriate by:

R-7-8.1. Explaining connections about information within a text, across texts, or to related ideas (State)

Reading Process
Worksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

R-7-8.2. Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State)

Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Thinking Skills
Worksheets :3Study Guides :1

R-7-8.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas that are relevant (State)

Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Author's Purpose/Point of View
Author’s purpose answers the question: Why did the author write this text? An author always has a purpose for writing. Authors may write: to inform, to entertain, to persuade. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Author's Purpose
Worksheets :4Study Guides :1
Expository Text
Worksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

R-7-8.4. Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts (State)

Fact/Opinion/Exaggeration
Recognize fact, opinion, and exaggeration. Read more...iWorksheets :3
Cause/Effect, Fact/Opinion
Cause and effect refers to the relationship between two events. A cause is why something happens and an effect is what happened as a result of that cause. A fact is information that is known to be true. Read more...iWorksheets :3Study Guides :1
Persuasive Text
Worksheets :3Study Guides :1

R-7-8.5. Making inferences about causes or effects (State)

Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Cause and Effect
FreeCause and effect is a relationship between events or things, where one is the result of the other or others. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Cause/Effect, Fact/Opinion
Cause and effect refers to the relationship between two events. A cause is why something happens and an effect is what happened as a result of that cause. A fact is information that is known to be true. Read more...iWorksheets :3Study Guides :1
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

R-7-8.6. Evaluating the clarity and accuracy of information (Local)

Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Thinking Skills
Worksheets :3Study Guides :1

RI.W-7-1. NECAP (Reading) - Grade Level Expectation: Structures of Language: Applying Understanding of Sentences, Paragraphs, Text Structure: Students demonstrate command of the structures of sentences, paragraphs, and text by:

W-7-1.2. Using the paragraph form: indenting, main idea, supporting details (State)

Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1

W-7-1.3. Recognizing organizational structures within paragraphs or within texts (State)

Extraneous Detail
What are Extraneous Details? Extraneous details are details that are irrelevant to the main idea of a paragraph. Extraneous details are details that are not necessary to include in a paragraph because they are not related to the theme of a paragraph. Extraneous details should not be included in your writing. Read more...iWorksheets :3Study Guides :1

RI.W-7-11. NECAP (Writing) - Grade Level Expectation: Habit of Writing: Writing Extensively: Demonstrates the habit of writing extensively by:

W-7-11.1. Writing with frequency, including in-school, out-of-school, and during the summer (Local)

Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Process Writing
Worksheets :3Study Guides :1

RI.W-7-2. NECAP (Reading) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Showing Understanding of Ideas in Text: In response to literary or informational text, students show understanding of plot/ideas/concepts by:

W-7-2.1. Selecting and summarizing key ideas to set context (State)

Summarize
When you summarize you put the main idea of the text into your own words. When you summarize you should focus on the main ideas and important points of the text, keep your summary short. When you summarize you should not include unnecessary details from the text and include the author’s exact words. Read more...iWorksheets :3Study Guides :1

W-7-2.3. Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Expository Text
Worksheets :3Study Guides :1

RI.W-7-3. NECAP (Reading) - Grade Level Expectation: Reading-Writing Connection: Writing in Response to Literary or Informational Text- Making Analytical Judgments about Text: In response to literary or informational text, students make and support analytical judgments about text by:

W-7-3.2. Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft (State)

Implied Information
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read more...iWorksheets :3
Thinking Skills
Define, classify, infer, condense, categorize, analyze, paraphrase. Read more...iWorksheets :3
Drawing Inferences
An inference is a logical conclusion based on the facts written in a text. When you read, you draw inferences or make conclusions based on what you read. The conclusion may not be stated in the text, but from what the writing tells the reader, the reader infers what is meant. Read more...iWorksheets :3Study Guides :1
Drawing Conclusions
What is a Conclusion? A conclusion is an educated guess you make when reading, based on the facts and details the author gives in a text. Some information may be implied by the author in the text, but may not be clearly stated. You then have to draw your own conclusions in order to better understand the text. Read more...iWorksheets :3Study Guides :1
Thinking Skills
Worksheets :3Study Guides :1

W-7-3.3. Using specific details and references to text or relevant citations to support focus or judgment (State)

Central Idea/Supporting Details
Identify central idea and supporting details. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Supporting Details
Supporting details give you specific details about the main idea of the text. A supporting detail SUPPORTS and DEVELOPS the text’s main idea. Read more...iWorksheets :3Study Guides :1
Expository Text
Worksheets :3Study Guides :1
Writing a Research Report
Worksheets :3Study Guides :1

W-7-3.4. Organizing ideas, using transitional words/phrases and writing a conclusion that provides closure (State)

Signal/Transitional Words
Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1
Sequencing
What is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1

RI.W-7-4. NECAP (Reading) - Grade Level Expectation: Expressive Writing: Narratives - Creating a Story Line: In written narratives, students organize and relate a story line/plot/series of events by:

W-7-4.3. Using a variety of effective transitional devices (e.g., ellipses, time transitions, white space, or words/phrases) to enhance meaning (State)

Signal/Transitional Words
Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Sequencing
What is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1

W-7-4.5. Establishing and maintaining a theme (Local)

Narrative Text
Worksheets :3Study Guides :1

RI.W-7-5. NECAP (Writing) - Grade Level Expectation: Expressive Writing: Narratives - Applying Narrative Strategies: Students demonstrate use of narrative strategies by:

W-7-5.1. Using relevant and descriptive details and sensory language to advance the plot/story line (State)

Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3

W-7-5.3. Developing characters through description, dialogue, and actions (State)

Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3

RI.W-7-6. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Organizing Information: In informational writing, students organize ideas/concepts by:

W-7-6.3. Using transitional words or phrases appropriate to organizational text structure (State)

Signal/Transitional Words
Signal words show emphasis, addition, comparison or contrast, illustration, and cause and effect. Read more...iWorksheets :3
Sequencing
What is Sequence? SEQUENCE = order. A sequence of events is the order in which events occurs. If you are telling a story about an incident that took place, it is important to tell the correct sequence of events so people understand the story. Read more...iWorksheets :4Study Guides :1

W-7-6.4. Writing a conclusion that provides closure (State)

Sentence Purpose Identification
Topic Sentence. A topic sentence is an introduction to a paragraph that expresses the main idea of the paragraph. Supporting sentence. A supporting sentence supports the main idea of the paragraph. Concluding sentence. A concluding sentence wraps up what was talked about in the paragraph. Read more...iWorksheets :3Study Guides :1

W-7-6.5. Listing and citing sources (Local)

Writing a Research Report
Worksheets :3Study Guides :1

RI.W-7-8. NECAP (Writing) - Grade Level Expectation: Informational Writing: Reports, Procedures, or Persuasive Writing - Using Elaboration Strategies: In informational writing, students demonstrate use of a range of elaboration strategies by:

W-7-8.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State)

Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3

W-7-8.3. Addressing readers' concerns (including counterarguments - in persuasive writing; addressing potential problems - in procedures; providing context - in reports) (State)

Purpose for Writing
Explain, describe, narrate, persuade, express feelings. Read more...iWorksheets :3
Process Writing
Worksheets :3Study Guides :1

RI.W-7-9. NECAP (Writing) - Grade Level Expectation: Writing Conventions: Applying Rules of Grammar, Usage, and Mechanics: In independent writing, students demonstrate command of appropriate English conventions by:

W-7-9.1. Applying rules of standard English usage to correct grammatical errors (State)

Usage
Worksheets :3Study Guides :1
Usage
Worksheets :4Study Guides :1

W-7-9.2. Applying capitalization rules (State)

Capitalization
Worksheets :4Study Guides :1
Capitalization
Worksheets :3Study Guides :1

W-7-9.4. Applying appropriate punctuation to various sentence patterns to enhance meaning (State)

Punctuation
Worksheets :4Study Guides :1
Punctuation
Worksheets :4Study Guides :1

W-7-9.5. Correctly spelling grade-appropriate, high-frequency words and applying conventional spelling patterns/rules (State)

Spelling
Worksheets :3Study Guides :1
Spelling
Worksheets :4Study Guides :1

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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