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

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Subject and Verb Agreement Seventh Grade English Language Arts
Text Features Eighth Grade English Language Arts
Vocabulary Fifth Grade English Language Arts
Text Features Fourth Grade English Language Arts
Reading-Structural Analysis Eighth Grade English Language Arts
Genre Characteristics Fifth Grade English Language Arts

Texas Assessments Standards (STAAR) for Seventh Grade English Language Arts

TX.STAAR.7R. STAAR Grade 7 Reading Assessment

Reporting Category 1: Understanding and Analysis Across Genres - The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

(7.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
7.2 (A) Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard (STAAR)
7.2 (B) Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words. Readiness Standard (STAAR)
7.2 (E) Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. Readiness Standard (STAAR)
(7.9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
7.9 (A) Explain the difference between the theme of a literary work and the author's purpose in an expository text. Supporting Standard (STAAR)
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure 19 (F) Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence. Readiness Standard (STAAR)

Reporting Category 2: Understanding and Analysis of Literary Texts - The student will demonstrate an ability to understand and analyze literary texts.

(7.13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
7.13 (A) Interpret both explicit and implicit messages in various forms of media. Supporting Standard (STAAR)
(7.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
7.3 (A) Describe multiple themes in a work of fiction. Supporting Standard (STAAR)
7.3 (C) Analyze how place and time influence the theme or message of a literary work. Supporting Standard (STAAR)
(7.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:
7.5 (A) Explain a playwright's use of dialogue and stage directions. Supporting Standard (STAAR)
(7.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
7.6 (A) Explain the influence of the setting on plot development. Readiness Standard (STAAR)
7.6 (B) Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts. Readiness Standard (STAAR)
(7.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
7.8 (A) Determine the figurative meaning of phrases and analyze how an author's use of language creates imagery, appeals to the senses, and suggests mood. Readiness Standard (STAAR)
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure (D) Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) (STAAR)
Figure (E) Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Fiction) / Supporting Standard (Literary Nonfiction, Poetry, Drama) (STAAR)

Reporting Category 3: Understanding and Analysis of Informational Texts - The student will demonstrate an ability to understand and analyze informational texts.

(7.10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:
7.10 (A) Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning. Readiness Standard (STAAR)
7.10 (B) Distinguish factual claims from commonplace assertions and opinions. Supporting Standard (STAAR)
7.10 (C) Use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text. Readiness Standard (STAAR)
7.10 (D) Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence. Readiness Standard (STAAR)
(7.11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
7.11 (A) Analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument. Supporting Standard (STAAR)
7.11 (B) Identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts. Supporting Standard (STAAR)
(7.12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
7.12 (B) Explain the function of the graphical components of a text. Supporting Standard (STAAR)
(7.13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
7.13 (A) Interpret both explicit and implicit messages in various forms of media. Supporting Standard (STAAR)
(Figure 19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
Figure (D) Make complex inferences about text and use textual evidence to support understanding. Readiness Standard (Expository) / Supporting Standard (Culture and History, Persuasive) (STAAR)
Figure (E) Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts. Readiness Standard (Expository) / Supporting Standard (Persuasive) (STAAR)

TX.STAAR.7W. STAAR Grade 7 Writing Assessment

Reporting Category 1: Composition - The student will demonstrate an ability to compose a variety of written texts with a clear, controlling idea; coherent organization; sufficient development; and effective use of language and conventions.

(7.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
7.14 (C) Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard (STAAR)
(7.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
7.17 (A) Write a multi-paragraph essay to convey information about a topic that: Readiness Standard
7.17 (A) (i) Presents effective introductions and concluding paragraphs (STAAR)7.17 (A) (iv) Accurately synthesizes ideas from several sources (STAAR)7.17 (A) (v) Uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs (STAAR)

Reporting Category 2: Revision - The student will demonstrate an ability to revise a variety of written texts.

(7.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
7.14 (C) Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. Readiness Standard (STAAR)
(7.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
7.17 (A) Write a multi-paragraph essay to convey information about a topic that:
7.17 (A) (i) Presents effective introductions and concluding paragraphs. Supporting Standard (STAAR)7.17 (A) (iv) Accurately synthesizes ideas from several sources. Supporting Standard (STAAR)7.17 (A) (v) Uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs. Supporting Standard (STAAR)

Reporting Category 3: Editing - The student will demonstrate an ability to edit a variety of texts.

(7.19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to:
7.19 (A) Identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: Readiness Standard
7.19 (A) (i) Verbs (perfect and progressive tenses) and participles. Supporting Standard (STAAR)7.19 (A) (iii) Adverbial and adjectival phrases and clauses. Supporting Standard (STAAR)7.19 (A) (iv) Conjunctive adverbs (e.g., consequently, furthermore, indeed). Supporting Standard (STAAR)7.19 (A) (v) Prepositions and prepositional phrases and their influence on subject-verb agreement. Supporting Standard (STAAR)7.19 (A) (vi) Relative pronouns (e.g., whose, that, which). Supporting Standard (STAAR)7.19 (A) (viii) Transitions for sentence to sentence or paragraph to paragraph coherence. Supporting Standard (STAAR)
7.19 (B) Write complex sentences and differentiate between main versus subordinate clauses. Supporting Standard (STAAR)
7.19 (C) Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. Readiness Standard (STAAR)
(7.20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
7.20 (A) Use conventions of capitalization. Readiness Standard (STAAR)
7.20 (B) Recognize and use punctuation marks including: Readiness Standard
7.20 (B) (i) Commas after introductory words, phrases, and clauses. Supporting Standard (STAAR)7.20 (B) (ii) Semicolons, colons, and hyphens. Supporting Standard (STAAR)
(7.21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
7.21 (A) Spell correctly, including using various resources to determine and check correct spellings. Readiness Standard (STAAR)

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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