Content Area: Reading, Writing, and Communicating

Standard: 1. Oral Expression and Listening

Prepared Graduates:
Deliver organized and effective oral presentations for diverse audiences and varied purposes

Grade Level Expectation: Seventh Grade

Concepts and skills students master:

1. Formal presentations require preparation and effective delivery

Evidence Outcomes

21st Century Skills and Readiness Competencies

Students can:
a. 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. (CCSS: SL.7.4)
b. Include multimedia components and visual displays
in presentations to clarify claims and findings and
emphasize salient points. (CCSS: SL.7.5)
c. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (CCSS: SL.7.6)
d. Prepare for audience and purpose by ensuring
proper length of presentation, suitable mode of
dress, appropriate topic, and engaging content
e. Implement strategies to rehearse presentation (such
as memorizing key phrases, creating note cards,
practicing with friends, etc.)

Inquiry Questions:
1. What background knowledge can presenters apply to their research?
2. Why is it important to use good research strategies when finding
information on a topic?
3. How do I know if a source is trustworthy?
4. How does the lack of a component (introduction, main idea, supporting
details, and conclusion) change the intent of a presentation?
Relevance and Application:
1. Learning to paraphrase is a skill that is used daily when summarizing.
2. Parents often ensure the well-being of their children by asking who, what,
when, where, why, and how questions.
3. Online resources offer access to a variety of primary and secondary
resources.
4. Electronic presentation tools can enhance oral presentations.
5. Online resources can be used to offer examples of quality presentations.

Nature of Reading, Writing, and Communicating:

1. Skilled communicators use a variety of ways to present research, which
continues to build their intellectual fluency.
2. Skilled communicators thoroughly review their research findings before
presenting to an audience.

Content Area: Reading, Writing, and Communicating

Standard: 1. Oral Expression and Listening
Prepared Graduates:
Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful
questions, acknowledge the ideas of others, and contribute ideas to further the groups attainment of an
objective

Grade Level Expectation: Seventh Grade

Concepts and skills students master:

2. Small and large group discussions rely on active listening and the effective contributions of all
participants

Evidence Outcomes

21st Century Skills and Readiness Competencies

Students can:
a. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others ideas and expressing
their own clearly. (CCSS: SL.7.1)
i. Come to discussions prepared, having read or researched material
under study; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas
under discussion. (CCSS: SL.7.1a)
ii. Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as
needed. (CCSS: SL.7.1)
iii. 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. (CCSS:
SL.7.1c)
iv. Acknowledge new information expressed by others and, when
warranted, modify their own views. (CCSS: SL.7.1d)
b. 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. (CCSS:
SL.7.2)
c. Delineate a speakers argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of the
evidence. (CCSS: SL.7.3)

Inquiry Questions:
1. What makes an effective discussion?
2. How can everyone contribute without a few people
dominating the discussion?
3. What strategies do effective communicators use to
involve other people in the discussion?
Relevance and Application:
1. Journalists summarize complex issues for the general
public.
2. Political representatives integrate the needs and wants
of a community into new policy recommendations.
3. Real-time feedback technologies rely on the active
participation of all members to have a successful
discussion.
4. Musical ensembles require the cooperation of all players
to produce the desired sound.
Nature of Reading, Writing, and Communicating:
1. Skilled communicators demonstrate a balance between
listening and sharing.
2. Skilled listeners recognize that others have important
ideas.

Content Area: Reading, Writing, and Communicating

Standard: 2. Reading for All Purposes
Prepared Graduates:
Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
1. Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts
Evidence Outcomes
Students can:
a. Use Key Ideas and Details to:
i. Cite several pieces of textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1)
ii. Determine a theme or central idea of a text and analyze its development
over the course of the text; provide an objective summary of the text.
(CCSS: RL.7.2)
iii. Analyze how particular elements of a story or drama interact (e.g., how
setting shapes the characters or plot). (CCSS: RL.7.3)
iv. Recognize the influence of setting on other narrative elements
b. Use Craft and Structure to:
i. Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g., alliteration) on a specific
verse or stanza of a poem or section of a story or drama. (CCSS: RL.7.4)
ii. Analyze how a dramas or poems form or structure (e.g., soliloquy,
sonnet) contributes to its meaning. (CCSS: RL.7.5)
iii. Analyze how an author develops and contrasts the points of view of
different characters or narrators in a text. (CCSS: RL.7.6)
c. Use Integration of Knowledge and Ideas to:
i. Compare and contrast a written 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). (CCSS: RL.7.7)
ii. 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. (CCSS: RL.7.9)
d. Use Range of Reading and Complexity of Text to:
i. By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 68 text complexity band proficiently,
with scaffolding as needed at the high end of the range. (CCSS: RL.7.10)

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How would changing the setting, character, plot,
or point of view affect the outcome of a story?
2. How do authors appeal to the readers emotions
and beliefs?
3. What makes characters come alive?
4. What creates conflict? What resolves it?
Relevance and Application:
1. Exposure to literary text allows readers to
connect to possibilities, points of view, and
opportunities in the world.
2. Digital storytelling introduces visual and
multimedia elements that can enhance student
understanding of literary texts.
Nature of Reading, Writing, and Communicating:
1. Different readers respond differently to texts due
to personal attitudes and beliefs about events,
ideas, and themes. Readers may or may not like
a particular text and they can explain why.
2. Reading Standards for Literacy in Science and
Technical Subjects, Grades 6-8. (CCSS: RST.68.1-10)
3. Reading Standards for Literacy in History/Social
Studies, Grades 6-8. (CCSS: RH.6-8.1-10)

Content Area: Reading, Writing, and Communicating

Standard: 2. Reading for All Purposes
Prepared Graduates:
Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or
complete daily tasks
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
2. Informational and persuasive texts are summarized and evaluated
Evidence Outcomes

21st Century Skills and Readiness Competencies

Students can:
a. Use Key Ideas and Details to:
i. Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)
ii. Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text. (CCSS: RI.7.2)
iii. 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).
(CCSS: RI.7.3)
b. Use Craft and Structure to:
i. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word
choice on meaning and tone. (CCSS: RI.7.4)
ii. 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. (CCSS: RI.7.5)
iii. Interpret a variety of graphical representations and connect them to information in the
text
iv. Determine an authors point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others. (CCSS: RI.7.6)
c. Use Integration of Knowledge and Ideas to:
i. Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech
affects the impact of the words). (CCSS: RI.7.7)
ii. Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
(CCSS: RI.7.8)
iii. 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. (CCSS: RI.7.9)
iv. Organize and synthesize information from multiple sources, determining the relevance
of information
d. Use Range of Reading and Complexity of Text to:
i. By the end of the year, read and comprehend literary nonfiction in the grades 68 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
(CCSS: RI.7.10)

Inquiry Questions:
1. How does the author use language to convey his/her
viewpoint? (For example, pro-slaverythe words
used show a bias toward owning slaves.)
2. How can readers distinguish between facts and an
authors opinion? Why does this matter?
3. How are multiple sources valuable when you are
learning new information?
Relevance and Application:
1. The massive amount of information on the Internet
requires readers to distinguish accurate from
inaccurate information.
2. Using multiple sources is important to gather
accurate information.
3. When consumers are purchasing a product, they will
be bombarded with information that must be sorted
for accuracy, clarity, and organization to help guide
their decisions.
4. Sound, graphics, and multimedia combine with text
to influence perception.
Nature of Reading, Writing, and Communicating:
1. Readers think critically when they read to separate
fact from opinion.
2. Reading Standards for Literacy in Science and
Technical Subjects, Grades 6-8. (CCSS: RST.6-8.110)
3. Reading Standards for Literacy in History/Social
Studies, Grades 6-8. (CCSS: RH.6-8.1-10)

Content Area: Reading, Writing, and Communicating

Standard: 2. Reading for All Purposes
Prepared Graduates:
Evaluate how an author uses words to create mental imagery, suggest mood, and set tone
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
3. Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts
Evidence Outcomes

21st Century Skills and Readiness Competencies

Students can:
a. 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. (CCSS: L.7.4)
i. Use context (e.g., the overall meaning of a sentence or paragraph; a words
position or function in a sentence) as a clue to the meaning of a word or
phrase. (CCSS: L.7.4a)
ii. Use the tone of a passage to determine an approximate meaning of a word
iii. Use common, grade-appropriate Greek or Latin affixes and roots as clues to
the meaning of a word (e.g., belligerent, bellicose, rebel). (CCSS: L.7.4b)
iv. 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 its part of speech. (CCSS:
L.7.4c)
v. 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). (CCSS:
L.7.4d)
vi. Differentiate between primary and secondary meanings of words
b. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings. (CCCS: L.7.5)
i. Interpret figures of speech (e.g., literary, biblical, and mythological allusions)
in context. (CCCS: L.7.5a)
ii. Understand that language represents and constructs how readers perceive
events, people, groups, and ideas; recognize positive and negative
implications of language and identify how it can affect readers in different
ways
iii. Use the relationship between particular words (e.g., synonym/antonym,
analogy) to better understand each of the words. (CCCS: L.7.5b)
iv. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending). (CCCS: L.7.5c)
c. Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (CCSS: L.7.6)

Inquiry Questions:
1. How is the use of the Greek root thermo significant in
todays world?
2. When a word has multiple meanings or pronunciations,
how does a reader select the correct one? (For example, I
want to contract with that person to detail my car. I hope
I dont contract the flu.)
3. What power do words have?
4. How do people adjust the words they use in different
contexts?

Relevance and Application:

1. Prefixes from Greek and Latin are often found in words
used in science and social studies books. Knowing the
meaning of these roots and affixes will support strong
vocabulary knowledge.
2. People use words differently in different contexts (The
word he is used to refer to women as well; we text
people with different language than we use when we write
a formal letter.)
3. Online access to primary sources and historic newspaper
collections allow one ample opportunity to apply
understanding of word choice.

Nature of Reading, Writing, and Communicating:

1. Readers infer meanings as well as understand words with
multiple meanings by applying understanding of Greek
and Latin roots.
2. Readers adjust understanding when they consider
historical or social contexts.

Content Area: Reading, Writing, and Communicating

Standard: 3. Writing and Composition
Prepared Graduates:
Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different
audiences and purposes
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
1. Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre
features
Evidence Outcomes
Students can:
a. Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences. (CCSS: W.7.3)
i. Use a variety of planning strategies to generate and organize ideas (such
as brainstorming, mapping, graphic organizers)
ii. Write using poetic techniques (alliteration, onomatopoeia, rhyme scheme,
repetition); figurative language (simile, metaphor, personification); and
graphic elements (capital letters, line length, word position) typical of the
chosen genre
iii. Use a range of appropriate genre features (engaging plot, dialogue, stanza
breaks) to develop and organize texts
iv. Establish a central idea, define a clear focus for each section of the text
(paragraphs, verses), and use transitional words and phrases to link ideas
and sections
v. Decide on the content and placement of descriptive and sensory details
within the text to address the targeted audience and purpose
vi. 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. (CCSS: W.7.3a)
vii. Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters. (CCSS: W.7.3b)
viii.Use a variety of transition words, phrases, and clauses to convey sequence
and signal shifts from one time frame or setting to another. (CCSS:
W.7.3c)
ix. Use precise words and phrases, relevant descriptive details, and sensory
language to capture the action and convey experiences and events.
(CCSS: W.7.3d)
x. Provide a conclusion that follows from and reflects on the narrated
experiences or events. (CCSS: W.7.3e)
b. Revise writing to strengthen the clarity and vividness of voice, tone, and ideas

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. In what ways does an author use the setting to
create a mood for the story?
2. What inferences can a reader make about
different character types? What aids help make
that inference?
3. Why do organized events require a particular
sequence?
4. How might the outcome have been different if
the character had made a different decision?
5. What visual clues does a writer give about the
setting of a story by using only the words of the
text?
Relevance and Application:
1. Readers who think about character traits make
deeper connections to what they are reading.
2. Magazines and comic books rely heavily on
engaging plot, graphic elements, and poetic
technique.
Nature of Reading, Writing, and Communicating:
1. Writers know the story elements to help them
organize thinking as they craft their own
stories.
2. Writers use figurative language, metaphor, and
other techniques in their writing.
3. Writing Standards for Literacy in History/Social
Studies, Science and Technical Subjects, Grades
6-8. (CCSS: WHST.6-8.1-6 and 10)

Content Area: Reading, Writing, and Communicating

Standard: 3. Writing and Composition
Prepared Graduates:
Write with a clear focus, coherent organization, sufficient elaboration, and detail
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
2. Organization is used when composing informational and persuasive texts
Evidence Outcomes
Students can:
a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS:
W.7.1)
i. Develop texts that explain a process; define a problem and offer a solution; or support
an opinion
ii. Generate support from a variety of primary or secondary sources, such as interviews,
electronic resources, periodicals, and literary texts
iii. Reach an authentic audience with a piece of informational or persuasive writing
iv. Explain and imitate emotional appeals used by writers who are trying to persuade an
audience
v. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically. (CCSS: W.7.1a)
vi. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text. (CCSS: W.7.1b)
vii. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), reasons, and evidence. (CCSS: W.7.1c)
viii.Establish and maintain a formal style. (CCSS: W.7.1d)
ix. Provide a concluding statement or section that follows from and supports the argument
presented. (CCSS: W.7.1e)
b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (CCSS:
W.7.2)
i. 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; include formatting (e.g., headings), graphics (e.g., charts, tables),
and multimedia when useful to aiding comprehension. (CCSS: W.7.2a)
ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples. (CCSS: W.7.2b)
iii. Use appropriate transitions to create cohesion and clarify the relationships among ideas
and concepts. (CCSS: W.7.2c)
iv. Use precise language and domain-specific vocabulary to inform about or explain the
topic. (CCSS: W.7.2d)
v. Establish and maintain a formal style. (CCSS: W.7.2e)
vi. Provide a concluding statement or section that follows from and supports the
information or explanation presented. (CCSS: W.7.2f)

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How do different references enhance readers
thinking about writing?
2. Why does word choice play such an important
part in writing?
3. How can a writer use his/her influence to
persuade readers?
Relevance and Application:
1. Hard-hitting and exciting television interviews
always begin with well-thought out and organized
questions.
2. Electronic race tracks, video games, and search
tools are written using adapted software
systems.

Nature of Reading, Writing, and Communicating:

1. Writing Standards for Literacy in History/Social
Studies, Science and Technical Subjects, Grades
6-8. (CCSS: WHST.6-8.1-6 and 10)

Content Area: Reading, Writing, and Communicating

Standard: 3. Writing and Composition
Prepared Graduates:
Apply standard English conventions to effectively communicate with written language
Grade Level Expectation: Seventh Grade
Concepts and skills students master:
3. Editing writing for proper grammar, usage, mechanics, and clarity improves written work
Evidence Outcomes
Students can:
a. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (CCSS: L.7.2)
i. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable
movie but not He wore an old[,] green shirt). (CCSS: L.7.2a)
ii. Spell correctly. (CCSS: L.7.2b)
b. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.7.1
i. Explain the function of phrases and clauses in general and their function in specific
sentences. (CCSS: L.7.1a)
ii. Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas. (CCSS: L.7.1b)
iii. Place phrases and clauses within a sentence, recognizing and correcting misplaced and
dangling modifiers. (CCSS: L.7.1c)
c. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
(CCSS: L.7.3)
d. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy. (CCSS: L.7.3a)Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and audience. (CCSS:
W.7.4)
e. 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. (CCSS.W.7.5)
i. Use punctuation correctly (commas and parentheses to offset parenthetical elements;
colons to introduce a list; and hyphens)
ii. Write and punctuate compound and complex sentences correctly
iii. Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the
presence of intervening phrases
iv. Use pronoun-antecedent agreement including indefinite pronouns
v. Write with consistent verb tense across paragraphs
vi. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other
adverbs
vii. Combine sentences with coordinate conjunctions
viii. Improve word choice by using a variety of references, such as a thesaurus
f. 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, including linking to and citing
sources. (CCSS: W.7.6)

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How do transition words create fluency in
writing?
2. What are other purposes of transitions?
3. How can use of vocabulary help or hinder a
piece of writing?
4. When does a writer know he/she has done
enough editing?
5. How does editing make someone a better
writer?
Relevance and Application:
1. Student council campaign speeches, posters,
campaign buttons, and jingles take time and
editing to build.
2. The grit required in improving punctuation and
word choice distinguishes an effective
communicator from one who just uses ink.
Nature of Reading, Writing, and Communicating:
1. Writers can connect prior knowledge with new
information to help solve problems.

Content Area: Reading, Writing, and Communicating

Standard: 4. Research and Reasoning
Prepared Graduates:
Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source;
and use it to answer complex questions

Grade Level Expectation: Seventh Grade

Concepts and skills students master:

1. Answering a research question logically begins with obtaining and analyzing information from
a variety of sources

Evidence Outcomes
Students can:
a. Conduct short research projects to answer a question, drawing on several
sources and generating additional related, focused questions for further
research and investigation. (CCSS: W.7.7)
i. Identify a topic for research, developing the central idea or focus
ii. Formulate open-ended research questions and identify potential
sources of information (such as reference materials, electronic media),
differentiating between primary and secondary source materials
b. Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each
source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation. (CCSS:
W.7.8)
i. Use organizational features of electronic text (bulletin boards, search
engines, databases) to locate information
ii. Evaluate accuracy and usefulness of information, and the credibility of
the sources used
iii. Collect, interpret, and analyze relevant information; identify direct
quotes for use in the report and information to summarize or
paraphrase that will support the thesis or research question
c. Draw evidence from literary or informational texts to support analysis,
reflection, and research. (CCSS: W.7.9)
i. Apply grade 7 Reading standards to literature (e.g., 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). (CCSS: W.7.9a)
ii. Apply grade 7 Reading standards to literary nonfiction (e.g. Trace and
evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient to
support the claims). (CCSS: W.7.9b)

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How do people use technology for accessing and
recording information?
2. What is the significance in using primary sources?
3. When is a primary source unhelpful?
Relevance and Application:
1. Inventors and scientist who create new
technologies often use an inquiry-based process for
understanding, drawing conclusions, and creating
new knowledge.
2. Writers follow ethical, legal, and copyright laws.
3. Writers expand their competencies in using online
or web-based resources to complement other
written resources.
4. Data organization is a skill that people use daily at
home and at work.
5. People who remain current with new resources
successfully support their learning and application
of new information.
6. Use graphical organizers and other online tools to
organize and analyze data.
Nature of Reading, Writing, and Communicating:
1. Researchers are always summarizing and
synthesizing information.
2. Intelligent researchers are both consumers and
generators of information.
3. Writing Standards for Literacy in History/Social
Studies, Science and Technical Subjects, Grades 68. (CCSS: WHST.6-8.7-9)

Content Area: Reading, Writing, and Communicating

Standard: 4. Research and Reasoning
Prepared Graduates:
Exercise ethical conduct when writing, researching, and documenting sources

Grade Level Expectation: Seventh Grade

Concepts and skills students master:

2. Logical information requires documented sources

Evidence Outcomes

21st Century Skills and Readiness Competencies

Students can:
a. Synthesize information from multiple
sources using logical organization,
effective supporting evidence, and
variety in sentence structure
b. Write reports based on research that
includes quotations, footnotes, or
endnotes, and use standard bibliographic
format to document sources or a works
cited page
c. Prepare presentation of research findings
(written, oral, or a visual product) for
clarity of content and effect, and
grammatically correct use of language,
spelling, and mechanics

Inquiry Questions:
1. How do writers summarize information in their own words?
2. How do presenters determine if they will deliver their presentation in written, oral, or
visual form?
3. Which method is the most interesting to you when you are a member of the
audience? Explain your thinking.
4. Before beginning research, why is it important to organize and have a plan?
5. How do you determine if your method of presentation is most effective?

Relevance and Application:

1. Directional tools, manuals, and medical journals cite reference information
accordingly.
2. People judge others work by what they write and what they say.
3. Alternate means of copyrighting information are available online such as Creative
Commons.
4. When applying for jobs, applicants must use essential speaking and writing skills are
for clear communication.
Nature of Reading, Writing, and Communicating:
1. Researchers use proper documentation to give credit to the work of others.
2. Researchers use effective organizational skills when planning reports and
presentations.

Content Area: Reading, Writing, and Communicating

Standard: 4. Research and Reasoning
Prepared Graduates:
Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and
illustration

Grade Level Expectation: Seventh Grade

Concepts and skills students master:

3. Reasoned material is evaluated for its quality using both its logic and its use of a medium

Evidence Outcomes

21st Century Skills and Readiness Competencies

Students can:
a. Identify low-credibility stories by noticing
vested interests or passion associated
with content
b. Obtain useful information from standard
news stories
c. Identify the purpose(s) or agenda of
media presentations
d. Consider alternative perspectives of
media presentations

Inquiry Questions:
1. What point(s) of view is (are) being dismissed or played down?
2. How can people gain access to the point of view being negated (from those who most
intelligently understand it)?
3. How does using multiple perspectives and points of view expand peoples thinking?
4. What makes a story have low credibility?
5. What makes a story or text have high credibility?
6. What makes a presentation have clarity for the audience?
7. How are people influenced by something in the news?
8. What are the implications if people receive poor, unreliable information? How does
that influence the quality of thinking?
Relevance and Application:
1. Readers can identify low-credibility stories by noticing vested interests or passions
associated with content experts.
2. Consumers identify the purpose(s) or agenda of media presentations.
3. Making fair-minded, informed decisions will help citizens contribute to society in a
quality manner.
4. Awards are given to a well-reasoned documentary about issues.
5. Entertainment that is precise like judging games need legitimate processes to be
seen as fun and credible.
6. Voting booths, focus group tools, and electronic surveys take a reasoned series of
questions and trap feedback, opinions, and choices.
Nature of Reading, Writing, and Communicating:
1. The quality of thinking impacts peoples lives.
2. For thinking to improve, people must ask critical questions.
3. Researchers ask themselves the questions, What is the source for this information?
Is it credible? How do I know that?