Grade 7

Grade 7 Reading Standards and Component Skills

 

Standard	Skill	Standard	Skill
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	Analyze a Text Cite Several Pieces of Textual Evidence	RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.	Analyze a Text Cite Several Pieces of Textual Evidence
RL.7.2: 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.	Analyze Development of Theme Provide an Objective Summary	RI.7.2: 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.	Analyze Development of Central Ideas Provide an Objective Summary
RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).	Analyze How Setting Shapes Characters or Plot Analyze How Characters Interact with Plot	RI.7.3: 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 Interactions
RL.7.4: 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.	Define Words and Phrases as Used in a Text Analyze the Impact of Sound Devices on a Specific Part of a Text	RI.7.4: 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.	Define Words and Phrases as Used in a Text Analyze the Impact of Word Choices on Meaning and Tone
RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.	Analyze How Dramatic Structure Contributes to Meaning Analyze How Poetic Structure Contributes to Meaning	RI.7.5: 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.	Analyze Text Structure for Development of Ideas
RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.	Explain How the Author Contrasts Points of View	RI.7.6: 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 Author’s Point of View and Purpose Analyze How Authors Distinguish Their Positions from Others’
RL.7.7: 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).	Compare and Contrast Two Mediums’ Effects	RI.7.7: 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).	Compare and Contrast Two Mediums’ Portrayals of a Topic
		RI.7.8: 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.	Evaluate Reasoning and Evidence in an Argument
RL.7.9: 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 Fictional Portrayal and Historical Account	RI.7.9: 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 Presentation of the Same Topic in Multiple Texts

Grade 7 Summary Table

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught.

RL.7.1

STANDARD

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Analyze a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.1: ANALYZE A TEXT
Step 1	Ask a question to analyze the text.
Step 2	Think where you will find details to answer the question. Brainstorm key words.
Step 3	Find details for your question related to: character.  theme. language.
Step 4	Use the details to answer your question.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim that responds specifically to the prompt or question ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify relevant details…	What is this analysis about? Imagine a sentence that answers that question. What key words can you pull from that sentence?
answer the question without citing evidence…	What page/paragraph/sentence proves your point? Find a quote that supports your point.

RL.7.1

STANDARD

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Cite Several Pieces of Textual Evidence

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.1: CITE SEVERAL PIECES OF TEXTUAL EVIDENCE
Step 1	Find several details related to your question.
Step 2	Which details are strongest? Find evidence that: proves your point. is specific and detailed. has many details of the same type.
Step 3	If the details do not prove the point, find new evidence or analyze the question again

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ cites several pieces of textual evidence that support the analysis or claim ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cite minor details…	How does that detail relate to your analysis? Where else in the text does that detail or one like it appear? Is that detail important to the text’s central ideas?
submit insufficient details…	How do these details prove your ideas? What does Reading Thinking Step 3 say you should do if you don’t find very much evidence?

RI.7.1

STANDARD

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Analyze a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.1: ANALYZE THE TEXT
Step 1	Ask a question to analyze the text.
Step 2	Think where you will find details to answer the question. Brainstorm related terms.
Step 3	Find relevant details for your analysis.
Step 4	Use the details to answer your question and analyze what the text means.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim that responds specifically to the prompt or question ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify relevant details…	What is this analysis about? Imagine a sentence that answers that question. What key words can you pull from that sentence?
answer the question without citing evidence…	What page/paragraph/text element proves your point? Find a quote that supports your point.

RI.7.1

STANDARD

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Cite Several Pieces of Textual Evidence

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.1: CITE SEVERAL PIECES OF TEXTUAL EVIDENCE
Step 1	Find several details related to your question.
Step 2	Which details are strongest?  Find evidence that: proves your point. is specific and detailed. has many details of the same type.
Step 3	If the details do not prove the point, find new evidence or analyze the question again.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ cites several pieces of textual evidence that support the analysis or claim ▢ includes strongest evidence: specific, detailed, frequent ▢ references text location according to classroom style ▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cite minor details…	How does that detail relate to your analysis? Where else in the text does that detail or one like it appear? Is that detail important to the text’s central ideas?
submit insufficient details…	How do these details prove your ideas? What does Reading Thinking Step 3 say you should do if you don’t find very much evidence?

RL.7.2

STANDARD

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.

SKILL

Analyze Development of Theme

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.2: ANALYZE DEVELOPMENT OF THEME
Step 1	Choose a theme in the text.
Step 2	When and how is the theme introduced? Look for clues in: dialogue description. setting. symbols or repeated language.
Step 3	Gather evidence of the theme throughout the text including: surprising developments. changes or added detail. when and how the message becomes clear.
Step 4	Analyze how the theme develops from the beginning to the end.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states a theme ▢ explains how specific details develop the theme across the text ▢ cites evidence from throughout the text to support explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find evidence throughout the text…	Where is the theme introduced? What do you understand about the theme at this point? Is there a place where more of the theme becomes clear, such as during the main conflict?
do not understand how details convey the development of theme…	Did the setting or descriptive words used suggest an important idea or tone? Do characters show patterns of thought, feeling or reactions? Did they change or grow? What was the conflict and how was it resolved?

RL.7.2

STANDARD

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.

SKILL

Provide an Objective Summary

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.2: PROVIDE AN OBJECTIVE SUMMARY
Step 1	What type of text is this?
Step 2	Identify important events and details. characters setting problem and solution
Step 3	Summarize the important events and details. Try this order. somebody wanted/didn’t want but so then
Step 4	Check that the summary doesn’t include: minor details. your opinion.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes only important events and details about key story elements ▢ is organized logically ▢ is objective ▢ identifies text and type

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to organize the summary logically…	How is the text organized? What details make sense to present first? Next? Last? Try the “Somebody Wanted But So Then” template to order your ideas.
give too many details…	What do readers need to know about the character(s)? The setting? The problem and solution? What information is just for interest?

RI.7.2

STANDARD

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.

SKILL

Analyze Development of Central Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.2: ANALYZE DEVELOPMENT OF CENTRAL IDEAS
Step 1	Choose a central idea.
Step 2	Find where the idea is introduced.
Step 3	Trace the evidence the author includes for the idea.
Step 4	Analyze how the idea develops through the text. What details or questions are added to the idea? What kind of evidence is provided? How does the idea change or become more complex?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies a central idea ▢ explains specifically where in the text the central idea was developed ▢ explains the kind of details and evidence are used for support ▢ cites evidence from throughout the text to support explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find related details…	What key words are related to this central idea? Which text features can help you find related details?
struggle to explain how related details develop central idea…	What did you learn about the central idea from each detail provided? Why did the author include these details?

RI.7.2

STANDARD

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.

SKILL

Provide an Objective Summary

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.2: PROVIDE AN OBJECTIVE SUMMARY
Step 1	Identify the text and topic.
Step 2	Identify the central ideas.
Step 3	Identify key details for each central idea.
Step 4	Summarize the main ideas and details in an order that makes sense: sequentially compare and contrast cause and effect
Step 5	Check that the summary doesn’t include: minor details. your opinion.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states central idea(s) and key details for each idea ▢ includes only important ideas and details about the topic ▢ organizes information logically ▢ does not include the student’s opinion ▢ identifies text and type

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
give too many details…	How does that detail relate to the central idea? Pick just the most important details.
struggle to organize the summary logically…	Write your main details down. What connects them? Are they connected by sequence, cause and effect, comparative details or by topic and detail? Organize according to the connections you see. Remember that you can organize chronologically, but still include details explaining cause and effect or comparison.

RL.7.3

STANDARD

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SKILL

Analyze How Setting Shapes Characters or Plot

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.3 ANALYZE HOW SETTING SHAPES CHARACTERS OR PLOT
Step 1	Identify an important setting in the text. place time or period weather or background events
ALTERNATE Step 2 for impact on events
Step 2	How does the setting impact the events? Would a different setting change the events?
ALTERNATE Step 2 for impact on characters
Step 2	How does the setting affect the characters? opportunities feelings or thoughts actions

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies an important setting and its features ▢ explains how the setting impacts specific story events ▢ explains how the setting impacts character opportunities, feelings, and actions ▢ cites evidence from the text that supports the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to understand how setting impacts events…	Remember that setting also includes background situations like war or extreme weather, as well as time period. What events occur in the setting? Could these events happen somewhere else? Would they change?
struggle to understand how setting impacts characters…	Remember that setting includes background situations like war or extreme weather, or historical era. What do you notice about the characters feelings, actions, and reactions in this setting? Would characters feel, act, or react other ways in another place or time period? Why does this setting matter to the characters?

RL.7.3

STANDARD

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

SKILL

Analyze How Characters Interact with Plot

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.3 ANALYZE HOW CHARACTERS INTERACT WITH PLOT
Step 1	Summarize the context. What is happening with the characters? What is the setting? Identify the placement of events in the story arc.
Step 2	How does the character affect events? Notice: others’ responses. others’ changed thoughts or feelings. changes in story arc.
Step 3	How is the character affected by the events? Notice: responses. changes in thoughts or feelings. changes in opportunity.
Step 4	Analyze how the character: affects events. is affected by events.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains how a character influences specific story events and story arc ▢ explains how specific events influence the character’s responses, thoughts, feelings, opportunities ▢ cites evidence from the text that supports the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain how characters affect events or story arc…	What did the character do? What happened because of the character’s actions? How did the character’s actions impact other characters or what happened in the story? What are the main parts of story arc? Is this event part of rising action, climax, falling action, or resolution? How do the characters actions change that arc?
struggle to explain how the character is affected by events…	Think about the whole story so far. What did the character do or feel because of the event(s)? How has the character changed? How might he or she act or feel differently after these events?

RI.7.3

STANDARD

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).

SKILL

Analyze Interactions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.3 ANALYZE INTERACTIONS
Step 1	Identify two related individuals, events, or ideas.
Step 2	Identify details that show how they are related. cause and effect language transition words close placement in the text
Step 3	How does one individual, event, or idea influence the other? Does it: cause a reaction? change the context? make something possible/impossible?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies a relationship between two individuals, events, and ideas ▢ explains how events influence individuals or ideas/ideas influence individuals or events/individuals influence events or idea ▢ identifies specific details that show the interaction ▢ cites evidence to support the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to notice the influence of X on Y…	Choose the relevant question(s) to ask: How does [specific individual, event, or idea] influence or change [another individual, event, or idea]? What does [person] do, say, or think because of [specific individual, event, or idea]? What events happen or change because of [specific individual, event, or idea]? What ideas only make sense because of [specific individual, event, or idea]?
struggle to articulate the relationship…	Share this list: influenced, changed, caused, led to, resulted in, reacted to, because of. What word or words from the list explains the interaction? How do the words on the list help you describe the interaction?

RL.7.4

STANDARD

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.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.4 DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1	Look inside the word for clues. prefixes and suffixes word roots part of speech
Step 2	Look outside the word for context clues.
Step 3	For figurative language: visualize. notice how it makes you feel.
Step 4	Put all the clues together to guess the definition.
Step 5	Check your definition in the original sentence.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains literal meaning ▢ explains figurative meaning ▢ cites word and/or context clues to support the definition

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find context clues to meaning…	What is this sentence about? What is the gist of nearby sentences on the same subject?
struggle to find word clues to meaning…	Is this word a/an: noun that names? verb that shows action? adjective/adverb that describes? Are there any parts inside of the word that are familiar? Look for prefixes, suffixes, or word endings. Look for common word roots.

RL.7.4

STANDARD

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.

SKILL

Analyze the Impact of Sound Devices on a Specific Part of a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.4 ANALYZE THE IMPACT OF SOUND DEVICES ON A SPECIFIC PART OF A TEXT
Step 1	Identify the sound device, such as: rhyme. aliteration. onomatopoeia. repetition.
Step 2	What do the words mean?
Step 3	What do the sounds emphasize? words and ideas images and feelings
Step 4	What is the impact of the sound devices on the text? Consider: aspects of character, setting, or events. mood or feeling. reader’s experience.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies a sound device ▢ explains how the sounds emphasize words, ideas, images, and/or feelings ▢ explains how the sounds impact story elements, mood, and experience ▢ cites evidence that supports the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to notice what the sounds emphasize…	What ideas, images, or feelings do the sounds emphasize? What do they make you feel or notice?
struggle to notice what the sounds reveal about the text…	What do the sounds teach you about the character, setting, or events? How do the sound impact the mood? How do the sounds impact your experience of the text?

RI.7.4

STANDARD

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.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.4 DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1	Look inside the word for clues. prefixes and suffixes word roots part of speech
Step 2	Look outside the word for context clues.
Step 3	For figurative language: visualize notice how it makes you feel.
Step 4	Put all the clues together to guess the definition.
Step 5	Check your definition in the original sentence.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains literal meaning ▢ explains figurative meaning ▢ cites word and/or context clues to support the definition

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to find context clues to meaning…	What is this sentence about? What is the gist of nearby sentences on the same subject?
struggle to find word clues to meaning…	Is this word a/an: noun that names? verb that shows action? adjective/adverb that describes? Are there any parts inside of the word that are familiar? Look for prefixes, suffixes, or word endings. Look for common word roots.

RI.7.4

STANDARD

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.

SKILL

Analyze the Impact of Word Choices on Meaning and Tone

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.4 ANALYZE THE IMPACT OF WORD CHOICES ON MEANING AND TONE
Step 1	What does the word or phrase mean?
Step 2	How does it make readers feel? Positively? Negatively?
Step 3	What other words might the author have chosen?
Step 4	Why did the author choose this word or phrase? Notice: ideas it suggests. tone it creates.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ explains how the word or phrase expresses the author’s meaning ▢ explains how the word or phrase shows the author’s attitude about the topic (tone) ▢ cites evidence that supports the explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify tone…	Think of tone as “tone of voice.” What tone of voice do you hear in this text? Is it formal or casual? Passionate or objective? In this text, what does the author think or feel about the topic? How can you tell?
struggle to understand how word choice conveys meaning…	What mood does this word evoke? What ideas does this word evoke? Think of synonyms the author could have used. What is the impact of choosing these words?

RL.7.5

STANDARD

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

SKILL

Analyze How Dramatic Structure Contributes to Meaning

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.5 ANALYZE HOW DRAMATIC STRUCTURE CONTRIBUTES TO MEANING
Step 1	What is the structural element? monologue or soliloquy dialogue chorus other
Step 2	How do the elements support the: characterization? tone or mood? plot or thematic development?
Step 3	Analyze how the structure contributes to the meaning of the play. What would it be like with a different structure?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies the structural element ▢ explains how the element supports the characterization, tone, mood, plot, or theme ▢ explains how the structure contributes to the meaning of the ▢ cites textual evidence to support explanation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to differentiate structure from plot…	What is this part of the play called? Are there other parts like it? What connects these parts? What would this section be like with a different structure (e.g. if soliloquy became dialogue)?
struggle to explain how structure adds meaning…	What ideas or emotions are conveyed through this structure? What does this structure teach us about the characters, tone, mood, plot, or theme? Why did the author write in this structure instead of another? What would this section be like with a different structure (e.g. if soliloquy became dialogue)?

RL.7.5

STANDARD

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

SKILL

Analyze How Poetic Structure Contributes to Meaning

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.5 ANALYZE HOW POETIC STRUCTURE CONTRIBUTES TO MEANING
Step 1	What is the structure of the poem? Notice: rhythm or repetition. rhyme or alliteration scheme. number of lines or line length. visual layout.
Step 2	How does the poem’s structure affect: mood or tone? emphasis? your experience reading it?
Step 3	Analyze how the structure contributes to the meaning of the poem. How would it be different with another structure?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies a structural element that contributes to the poem’s meaning ▢ explains specifically how the structural element creates meaning ▢ cites evidence for the connection between structure and meaning

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to differentiate structure from content…	What is this part of the poem called? Are there other parts like it? What connects these parts? What would the poem be like with a different structure?
struggle to explain how structure adds meaning…	What ideas or emotions are conveyed through this structure? What do we learn about the poem because of this structure? Why did the author write in this structure instead of another?
struggle to identify structure…	What do you notice about the lines, stanzas, and rhyme scheme? What do we call a poem with these parts used in this way? What is special about the way the parts are used or go together? How is this poetic structure different than others?

RI.7.5

STANDARD

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.

SKILL

Analyze Text Structure for Development of Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.5 ANALYZE TEXT STRUCTURE FOR DEVELOPMENT OF IDEAS
Step 1	What is the main idea of the text?
Step 2	Analyze clues to text structure. headings and key words graphics questions the text answers
Step 3	How are key ideas mostly organized? CHRONOLOGICAL: order of events PROCESS/SEQUENCE: steps in a process CAUSE AND EFFECT: explains why or how PROBLEM/SOLUTION: problem and solution COMPARE/CONTRAST: similarities and differences of two examples DESCRIPTION: important details about a topic
Step 4	How do the key ideas develop throughout the text? What ideas does the organization emphasize? Why did the author choose this structure?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the main text structure ▢ explains the idea(s) that the organization emphasizes ▢ cites accurate evidence that supports the connection between structure and ideas

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot identify a main text structure…	Consult the Text Structure entry in the TEACHER RESOURCE GUIDE for support. Prompt with Reading Thinking Step 2: What key words do you see in headings? What kinds of graphics are there? What questions does the text answer?
struggle to differentiate…	What is this part of the text called? Are there other parts like it?
structure from content…	What connects these parts?
struggle to understand the connection between structure and ideas…	What sections address similar topics, ideas, or content? What does each section add to your understanding of the author’s ideas? What work does each section of the text do? For example, does it explain something or add detail about an idea? How does this structure help convey the author’s ideas? How does this organization of idea help you learn more about the topic?

Reference this Text Structure Clues document for supporting students with this skill.

RL.7.6

STANDARD

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

SKILL

Explain How the Author Contrasts Points of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.6: EXPLAIN HOW THE AUTHOR CONTRASTS POINTS OF VIEW
Step 1	Describe two characters with contrasting points of view. Who are they? What is their importance to the story? What is their point of view about events?
Step 2	Notice how the author shows each character’s point of view through: descriptions. dialogue. actions. language.
Step 3	How are the points of view different?
Step 4	Analyze how the author develops characters’ points of view in the text. how they are introduced how they grow or change when they are similar or different why the author contrasts them

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies contrasting or overlapping points of view ▢ explains how the author contrasts and develops the points of view ▢ cites specific evidence from the text to support the analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to map the development of each character’s point of view…	Make a timeline for the character and note: Where do you first notice the character’s feelings or beliefs? Where do they get more obvious or passionate? Where do they start to feel differently?
struggle to explain how the author contrasts the points of view…	How does each character/narrator feel about a topic, character, events, situation, etc.? What words did the author use to show you this? Do you see signal words (for her part, on the other hand, even though)? Does the author show this through juxtaposition (showing two points of view side by side or one after the other)?

RI.7.6

STANDARD

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.

SKILL

Determine Author’s Point of View and Purpose

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.6: DETERMINE AUTHOR’S POINT OF VIEW AND PURPOSE
Step 1	Identify the main idea of the text.
Step 2	Identify the author’s purpose. to persuade or argue for something to inform or teach about something
Step 3	What is the author’s point of view? Notice: author’s identity and perspective. opinion words. feeling words or imagery. anything that is emphasized or omitted. evidence of bias.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim about the author’s purpose ▢ includes a claim about the author’s point of view ▢ cites accurate textual evidence to support each claim

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify point of view…	Define point of view as the author’s opinion, feeling, or belief. What is the author’s opinion, feeling, or belief? Which facts are emphasized or minimized? What evaluative words (something is better/worse than something else), opinion words (I like/think), or connotative language does the author use?
struggle to identify the author’s purpose…	Why do you think the author wrote the text? Does he or she want to persuade you to do something? Or inform or explain a topic? Or entertain the reader? What details from the text make you think so?

RI.7.6

STANDARD

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.

SKILL

Analyze How Authors Distinguish Their Positions from Others’

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.6: ANALYZE HOW AUTHORS DISTINGUISH THEIR POSITIONS FROM OTHERS’
Step 1	What is the topic?
Step 2	What is the author’s position about the topic? Study: evaluative or descriptive language. opinion words such as believe, think, opinion, consider.
Step 3	Find evidence to support this position.
Step 4	Look for description of alternate positions, including: quotes. statements with opinion words.
Step 5	How does the author distinguish his or her position from others? Notice: transition phrases (“on the other hand,” “others believe”). juxtaposition choices. amount of detail.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim that states the position of the author ▢ includes a claim that states how the author distinguishes his position from others in the text ▢ includes accurate evidence from the text for each claim

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify the author’s position or the position of others…	Author’s position: What evaluative or opinion words does the author use? What evidence does the author include or exclude? What does the author think, believe, or feel about the main topic? Do you think the author and Stalin would get along? Why or why not? Can you point to some feeling words that show his position? Position of others: Who disagrees with the author in this text? How do you know? How are their feelings different from the author’s?
struggle to explain how the author distinguishes his position from others…	What kind of language does the author use to describe other people’s views? Is it similar or does the language differ significantly? Why might the author use different language to describe the position of others?

RL.7.7

STANDARD

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).

SKILL

Compare and Contrast Two Mediums’ Effects

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.7 COMPARE AND CONTRAST TWO MEDIUMS’ EFFECTS
Step 1	Summarize the written text.
Step 2	How does the performed/produced version present the text?  similarities differences
Step 3	Identify technical choices made in the performance/production. VISUAL: lighting, camera angles, area of focus AUDIO: sound, music, pace, tone of voice
Step 4	How does the medium add to or change your experience of the text? changes to what you imagine shadings added to meaning detail added what you focus on

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim comparing and contrasting the produced and written versions ▢ explains how specific techniques of the medium add to or change the experience of the text ▢ cites textual evidence from each version to support claims

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to identify how the medium added to or changed the experience of the text…	How is this version different from the written version? What techniques were used and how? What details does it emphasize? How does it add detail? Change what you have to imagine or focus on?
compare and contrast only content…	What techniques were used in the performed/produced version? What could you see, hear, or imagine? How could you participate? How did these difference change your experience of the content?

RI.7.7

STANDARD

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).

SKILL

Compare and Contrast Two Mediums’ Portrayals of a Topic

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.7 COMPARE AND CONTRAST TWO MEDIUMS’ PORTRAYALS OF A TOPIC
Step 1	How is the topic presented in the written text? Notice: main ideas and details. visual elements.
Step 2	How is the topic presented in the other medium? Notice: VIDEO: area of focus, lighting, angles. MULTIMEDIA: layout, colors, fonts, organization. AUDIO: sound, music. PERFORMANCE: tone of voice, eye focus, movements, or gestures.
Step 3	Compare and contrast each medium’s portrayal. Include: emphasis or changes to content. what viewers/readers imagine. interest.  ease of understanding.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ includes a claim about the similarities in each medium’s portrayal ▢ includes a claim about the differences in each medium’s portrayal ▢ identifies techniques used in the non-written medium to present the topic ▢ cites evidence from each medium to support claims

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to notice qualities that affect how the topic is portrayed in the other medium…	What is the other medium? What are some of the features for this medium listed in Reading Thinking Step 2? Which of those features are relevant in this instance? How are those features used in this instance?
compare and contrast only content…	What techniques were used in the performed/produced version? What could you see, hear, or imagine? How could you participate? How did these difference change your experience of the content?

RI.7.8

STANDARD

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.

SKILL

Evaluate Reasoning and Evidence in an Argument

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.8: EVALUATE REASONING AND EVIDENCE IN AN ARGUMENT
Step 1	What is the main idea of the text?
Step 2	Trace the argument for: claims. reasons. evidence.
Step 3	Evaluate the argument. Is the claim supported by evidence? Is the evidence relevant to all parts of the claim? Is the evidence specific and trustworthy? Are the reasons logical and compelling?

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ states the claims, reason, and evidence ▢ includes an evaluation of the claims, reasons, and evidence ▢ cites accurate textual evidence to support evaluation

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
cannot decide if evidence is sufficient and relevant…	What do I learn from the evidence? How does it show that the claim is true? Is the evidence strongly related to the claim? Is there enough evidence to prove the claim?
cannot decide if the reasons are sound…	Do the reasons strongly relate to the main point? Are they logical? Do they make sense? Are these reasons enough to prove the claim? Or does the author need more? What clues suggest if the author is objective and trustworthy?

RL.7.9

STANDARD

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.

SKILL

Compare and Contrast Fictional Portrayal and Historical Account

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RL.7.9 COMPARE AND CONTRAST FICTIONAL PORTRAYAL AND HISTORICAL ACCOUNT
Step 1	Identify important places, people, and details in the historical account.
Step 2	Which fictional details are based on the historical account? characters setting and context events
Step 3	How is the story different from the historical account? added or changed details point of view omitted details
Step 4	Analyze how the fiction author used or altered history.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ identifies fictional details based on the historical account ▢ explains how the fictional portrayal differs from the historical account ▢ cites evidence from both texts to support similarities and differences

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to notice added or changed details…	Describe an aspect of the setting, events, or characters. How is this similar to the historical account? How is it different? What was added or changed?

RI.7.9

STANDARD

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.

SKILL

Analyze the Presentation of the Same Topic in Multiple Texts

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 

READING THINKING STEPS ANCHOR CHART
RI.7.9 ANALYZE THE PRESENTATION OF THE SAME TOPIC IN MULTIPLE TEXTS
Step 1	Identify each author’s main points about the topic.
Step 2	Study the details each author uses. Look for: similarities  differences. contradictions.
Step 3	Analyze the PRESENTATION of each account. Look at: language and visuals. point of view. kind of evidence. organization. emphasis and amount of detail.

Sample Criteria for Success

 

SAMPLE SKILL CRITERIA FOR SUCCESS
▢ describes the main points of each text ▢ identifies similarities, differences, or contradictions in the details ▢ explains how each author presents the topic ▢ cites specific evidence to support analysis

Potential Student Misconceptions

 

SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…	Ask/Say
struggle to explain the emphasis and amount of detail in each text…	What does this author include many details about? What does this author include few details about? What does this author think is important about this topic? Compare the details that each author finds important.