Hampton School District
English Competencies and Standards for Grade 7

▪ Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
▪ Analyze how an author develops and contrasts the points of view of different characters or narrators in a literary text.
▪ Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
▪ Analyze the impact of rhymes and other repetitions of sounds (e.g.,
▪ Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
▪ Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
▪ Compare and contrast a story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
▪ Determine a theme or central idea of a text and analyze its development over the course of the text.
▪ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
▪ Provide an objective summary of a text.
▪ Read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently.

▪ Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
▪ Analyze the impact of a specific word choice on meaning and tone.
▪ Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
▪ Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
▪ By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
▪ Cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text.
▪ Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
▪ Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others'.
▪ Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
▪ Determine two or more central ideas in an informational text and analyze their development over the course of the text.
▪ Provide an objective summary of an informational text.
▪ Trace and evaluate the argument and specific claims in an informational text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


▪ Assess the credibility and accuracy of each source.
▪ Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
▪ Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
▪ Draw evidence from literary or informational texts to support analysis, reflection, and research.
▪ Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.
▪ Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
▪ Establish and maintain a formal style.
▪ Gather relevant information from multiple print and digital sources, using search terms effectively.
▪ Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
▪ Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect.
▪ Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
▪ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3.)
▪ Provide a concluding statement or section that follows from and supports the argument presented.
▪ Provide a concluding statement or section that follows from and supports the information or explanation presented.
▪ Provide a conclusion that follows from and reflects on the narrated experiences or events.
▪ Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
▪ Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
▪ Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
▪ Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
▪ Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
▪ Use precise language and domain-specific vocabulary to inform about or explain the topic.
▪ Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
▪ Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
▪ Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
▪ With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
▪ Write arguments to support claims with clear reasons and relevant evidence.
▪ Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
▪ Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
▪ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

▪ Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
▪ Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
▪ Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
▪ Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or part of speech.
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
▪ Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading
and content, choosing flexibly from a range of strategies.
▪ Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
▪ Explain the function of phrases and clauses in general and their function in specific sentences.
▪ Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
▪ Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
▪ Spell correctly.
▪ Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
▪ Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
▪ Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
▪ Use knowledge of language and its conventions when writing, speaking, reading, or listening.
▪ Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
▪ Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

▪ Acknowledge new information expressed by others and, when warranted, modify their own views.
▪ Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
▪ Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
▪ Come to discussions prepared, having read or researched material under study.
▪ Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
▪ Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'' ideas and expressing their own clearly.
▪ Explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
▪ Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
▪ Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
▪ Pose questions that elicit elaboration and respond to others'' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
▪ Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.
▪ Use appropriate eye contact, adequate volume, and clear pronunciation.

Hampton School District
English Competencies and Standards for Grade 7 
This report was created with tools provided by Revolutionary Schools.
To learn more, visit www.RevolutionarySchools.com.