GRADE 7 – OVERVIEW (Reading)
The increasing demands of the Common Core State Standards for students in grade 7 reflect students’ growing maturity as readers and writers. Central to their emerging sophistication as readers is their ability to read challenging complex texts closely (RL/RI.7.10) and cite multiple instances of specific evidence (RL/RI.7.1) when offering an analysis in the areas summarized below:
- Analyzing the development of central ideas or themes in a text (RL/RI.7.2).
- Determining the impact of particular elements or ideas in a story or essay that shape its development (RL/RI.7.3).
- Examining the impact of rhymes and other words and phrases on tone and meaning (RL/RI.7.4).
- Explaining how a text’s form contributes to its overall meaning (RL/RI.7.5).
- Analyzing how an author develops point of view for different characters or distinguishes his or her own opinion from other authors on
a given topic (RL/RI.7.6).
- Analyzing the impact of techniques unique to a medium on the telling of a story or the sharing of information (RL/RI.7.7).
- Tracing the argument of a text and assessing the validity of the evidence provided (RL/RI.7.8).
- Describing the similarities and differences in articles on the same topic, particularly how a historical account of a time, place, or figure compares to a literary rendering of the same (RL/RI.7.9).
By the end of grade 7, students should be able to recognize the interplay between setting, plot, and characters and provide an objective summary of a text apart from their own reaction to it. Their vocabulary has developed to the point where they can distinguish between denotative and connotative meaning and can analyze the impact of specific word choice on tone. They are equally adept at stepping back to compare and contrast different interpretations of a text, identifying how authors shape their presentation of key information and choose to highlight certain facts over others.
The growing maturity of 7th graders as writers is also evident. Students are able to cite several sources of specific, relevant evidence when supporting their own point of view about texts and topics. In discussions and in writing, they make their reasoning clear to their listeners and readers, constructively evaluating others’ use of evidence while offering several sources to back up their own claims. Their writing is more structured at this stage, with clear introductions and conclusions as well as useful transitions to create cohesion and clarify relationships among ideas. In their writing they acknowledge the other side of a debate or an alternative perspective. Their research projects are well-documented to avoid any trace of plagiarism, and they strive to eliminate wordiness and redundancy in their writing.
READING INSTRUCTION
In seventh grade, the English language arts standards establish a higher level of communication skills and reading comprehension strategies. Students demonstrate a growing understanding by connecting ideas and information in two or more texts and analyzing and evaluating textual evidence more carefully. Their written text analysis reflects both a deeper understanding of texts and the interrelationship between reading and writing as they draw evidence to support their claims and convey concepts and ideas. Seventh-grade students build on their communication and collaboration skills from earlier grades. As they engage in collaborative discussions, they are able to acknowledge, communicate, and analyze new information and, when appropriate, modify their own view based on the collaboration and new information. Students continue to acquire and use general academic language from earlier grades as well as domain-specific vocabulary. They also learn to use precise and concise language to express themselves in their speaking and writing.
Three important emphases of the CCSS in reading are text complexity, a balance between literature and informational text, and an integrated approach to instruction. The term text complexity band is the focus of Standard 10 in the reading standards for literature, for informational text, and in the reading standards for literacy in history/social studies, science, and technical subjects. Standard 10 sets the expectation that students will read increasingly complex text each year from second grade through high school. The text complexity band for grades six through eight sets different expectations for each grade level. In seventh grade, students are expected to read and comprehend literature and informational texts in the grades-six-through-eight text complexity band proficiently, with scaffolding as needed at the high end of the range.
An integrated approach to instruction is another feature of the CCSS. Reading is one of the four strands of the CCSS English language arts standards. The skills, concepts, and strategies that students learn in reading connect with and are reinforced by standards in the three other strands. For example, students read a text and analyze how an author structures an argument to support his or her claims and then use their knowledge of structure and organization to produce their own argumentative writing or deliver an oral argument in a formal presentation.
In seventh grade, students read a variety of literature, including novels, dramas, and poems. The literature students read in class must be complex enough to support close reading and deep analysis, as well as thoughtful discussion. By reading a wide range of literature from and about different cultures, with varied themes and in several genres, students become familiar with literary structures and increase their vocabulary. Well-written literature also serves as a model for students’ own writing. The challenge for teachers is to select texts that engage students and also support instruction in the CCSS reading standards for literature.
In addition to determining the meaning of figurative and connotative language as it is used in a text, students consider the impact of rhymes and other repetitions of sounds on a section of a poem, story, or drama. The level of analysis calls for a close reading of the text and for students to think about why an author chooses a particular sound, word, or phrase. Students also analyze how the form or structure of a drama or poem contributes to its meaning (e.g., how the formalized structure of a sonnet helps convey the author’s message).
Under the CCSS, students use a compare-and-contrast strategy to analyze literature in both print and other media. For example, students may read a drama and then watch a recorded stage presentation of the same drama. As they compare and contrast the two experiences, students analyze the effects of the sounds they heard and the images seen. They reflect on their understanding of and response to the drama. Reaching across disciplines to connect literature to history, students compare and contrast a fictional portrayal with an historical account of the same time period.
In seventh grade, students evaluate the information, evidence, and reasons that authors provide to support their central ideas and claims. They also examine the organizational structure of text and consider how the
author develops point of view. Analyzing text to comprehend its content is emphasized in seventh grade to the extent that eight of the 10 standards call explicitly for some type of analysis. Under the CCSS, students analyze interactions between people, events, and ideas in a text (e.g., how ideas influence events or how events influence ideas). After they have determined an author’s point of view or purpose, students analyze how the author distinguishes his or her viewpoint from that of others. Analysis at this level requires students to identify other points of view in addition to the author. This kind of multistep and multilevel analysis builds students’ analytical skills and is an important feature of the CCSS at seventh grade.
Students also analyze the structure of text and the use of text features in informational text. For example, students analyze how major sections contribute to the development of the ideas in a text and how graphics in a public document contribute to the whole text. They examine how specific words in a text impact its meaning and tone. They also compare and contrast the impact of words spoken in an audio version of a speech to the impact of reading the words in printed text.
Students analyze how authors who write about the same topic may produce text with different points of view or conclusions by emphasizing different evidence and including different interpretations of facts. This examination of text is another example of the multistep and multilevel analysis called for in the CCSS that will challenge students. Carefully selected texts, teacher modeling, and ample opportunities for practice, along with feedback, will help students develop their analytical skills.
During reading instruction, teachers will...
- Present information using a rich mix of media in addition to text, such as video, digital books, audio, data displays, simulations and concept maps.
- Use a variety of methods (e.g., auditory, visual) to represent key vocabulary, labels, symbols and icons to support comprehension of concepts.
- Assist students in identifying key ideas and critical information with tools such as graphic organizers, outlines and concept maps.
- Offer opportunities for students to work in cooperative learning groups on authentic, project-based learning assignments and provide clear expectations for the group and each group member.
- Provide clear examples of expected products and give frequent constructive feedback to students to encourage mastery of learning goals.
Close Reading of Texts:
Exposing students to grade-level texts of appropriate complexity lies at the heart of each module. The modules reflect the balance of informational texts (literary nonfiction in ELA classes) and literature students are expected to read.
Close readings of three to five short texts: These would include the selection of short texts of sufficient complexity for close reading that would allow students to draw ample evidence from the texts and present their analyses in writing as well as through speaking. Educators can create coherence within the curriculum as a whole by choosing short texts to complement the extended text described below, by focusing instruction on similar standards and skills across multiple genres, and by choosing informational texts that build the background knowledge needed to read and interpret the literary texts students will study. (Shorter texts could account for about three to four weeks of instruction.)
- Literature includes adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, drama, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free-verse poems, sonnets, odes, ballads, and epics (Common Core State Standards, p. 57).
- Informational texts/literary nonfiction include the subgenres of exposition, argument, and functional text in the form of personal essays; speeches; opinion pieces; essays about art or literature; biographies; memoirs; journalism; and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience (Common Core State Standards, p. 57).
An in-depth study of one extended text such as a novel, a play, longer literary nonfiction, or informational text: This should be an extended, full-length work of literature or informational text, depending on the focus of the module. Like the others, this text would be aligned with the complexity and range specifications of the standards. As with shorter texts, students would perform a close reading of the extended text as well as discuss it and produce written work about it aligned with the standards. (Such a study could take around two to three weeks of concentrated focus on a single text.)
5 Essential Skills Needed for Reading Comprehension
By Emily Lapkin
Beginning around third or fourth grade, your child is expected to be able to read a passage of text, understand it and answer questions about it. Here are the five skills needed for reading comprehension.
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Making the Connection Between Letters and Sounds
Once your child grasps the connection between letters (or groups of letters) and the sounds they typically make (phonics), he’ll be able to “sound out” words.
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Decoding the Text
The process of sounding out words is also known as decoding. As decoding becomes faster and more automatic, your child can shift his focus from sounding out words individually to understanding the meaning of what he is reading.
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Recognizing Words
The ability to read whole words by sight without sounding them out is called “word recognition.” This speeds up the rate at which your child can read and understand a passage of text. This can be a challenging step for kids with dyslexia. Average readers require four to 14 exposures to a word before it becomes a “sight word.” Students with dyslexia may need up to 40 exposures.
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Reading Fluently
Once your child can recognize most words by sight and quickly sound out any unfamiliar words, he can be called a “fluent” reader. Fluent readers read smoothly at a good pace, and use good expression in their voice when reading aloud. Fluency is essential for good reading comprehension.
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Understanding the Text
Fluent readers can remember what they’ve just read and relate the new material to what they already know. They can recall details if asked and summarize what they understood from the passage.
Readers with dyslexia can struggle to decode individual words. They can also have a harder time remembering what they’ve read. This makes it tougher to complete the important process of understanding and applying their new knowledge to what they’ve already learned.
Reading Skills @ BrainPOP (2012-13 login username & password: treca)
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