Seventh Grade - EALRs, GLEs and/or Benchmarks
Understanding the EALRs and GLEs Seventh Grade EALRs/GLEs:
Reading
Mathematics
Writing
Science
Communications Seventh Grade EALRs/Benchmarks:
Social Studies
Arts
Health & Fitness [click here for Seventh Grade pdf version]
READING In seventh grade, students are aware of their responsibility as readers. They continue to reflect on their skills and adjust their comprehension and vocabulary strategies. Students refine their understanding of the author's craft. Oral and written responses analyze and/or synthesize information from multiple sources to deepen understanding of the content. Students read for pleasure and choose books based on personal preference, topic, genre, theme, or author. Reading EALR 1: The student understands and uses different skills and strategies to read. Note: Each grade-level expectation assumes the student is reading grade-level text. Since reading is a process, some grade-level indicators and evidence of learning apply to multiple grade-levels. What changes is the text complexity as students move through the grade levels. | Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. |
1.2.1 Understand and apply dictionary skills and other reference skills.
• Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades
of meaning.
• Use text evidence to verify meaning from reference source. 1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text.
• Use word origins to determine the meaning of unknown words.
• Use abstract, derived root words, prefixes, and suffixes from Greek and Latin to analyze the meaning of complex words (e.g., expose, exposition).
• Use structural analysis and concept-building vocabulary strategies to understand new words and concepts in informational/expository text and literary/narrative text.
• Use prior knowledge, the text, context clues, and graphic features of text to predict, clarify, and/or expand word meanings and concepts.
• Self-correct, re-read, read on, and/or slow down to gain meaning when encountering unknown words in literary/narrative and informational/expository text. | Component 1.3 Build vocabulary through wide reading. |
1.3.1 Understand and apply new vocabulary.
• Integrate new vocabulary from informational/expository text and literary/narrative text, including text from a variety of cultures and communities, into written and oral communication. 1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text.
• Identify and define content/academic vocabulary critical to the meaning of the text and use that knowledge to interpret the text.
• Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies).
• Select, from multiple choices, the meanings of words or phrases identified in the text.
• Use new vocabulary in oral and written communication. | Component 1.4 Apply word recognition skills and strategies to read fluently. |
1.4.2 Apply fluency to enhance comprehension.
• Read aloud grade-level informational/expository text and literary/narrative text accurately, using appropriate pacing, phrasing, and expression.
• Read aloud unpracticed grade-level text with fluency in a range of 145-155+ words correct per minute. 1.4.3 Apply different reading rates to match text.
• Adjust reading rate by speeding up or slowing down based on purpose (e.g., pleasure, informational reading, task-oriented reading), text level of difficulty, form, and style.
Reading EALR 2: The student understands the meaning of what is read.
| Component 2.1 Demonstrate evidence of reading comprehension. |
2.1.3 Apply comprehension monitoring strategies during, and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text.
• State both literal and/or inferred main ideas and provide supporting text-based details.
• State the theme/message and supporting details in culturally relevant literary/narrative text.
• Choose, from multiple choices, a title that best fits the selection and provide details from the text to support the choice.
• Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection.
• Organize theme, main idea and supporting details into a self-created graphic organizer to enhance text comprehension. 2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge.
• Connect current issues, previous information and experiences to characters, events, and information within and across culturally relevant text(s).
• Activate prior knowledge about a topic and organize information into a graphic organizer to aid in comprehension of text. 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer.
• Make, confirm, and revise prediction based on prior knowledge and evidence from the text.
• Cite passages from text to confirm or defend prediction and inferences.
• Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action).
• Organize information to support a prediction or inference in a self-created graphic organizer to enhance text comprehension. 2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions.
• Monitor for meaning by identifying where and why comprehension was lost and use comprehension-repair strategies to regain meaning.
• Generate and answer questions about the text before, during, and after reading to aid comprehension.
• Use questioning strategies to comprehend text.
• Create and describe mental images to understand text.
• Organize images and information into a self-created graphic organizer to enhance text comprehension. 2.17 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text.
• Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text.
• Summarize the plot in culturally relevant literary/narrative texts.
• Select, from multiple choices, a sentence that best summarizes the story or selection.
• Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension. | Component 2.2 Understand and apply knowledge of text components to comprehend text. |
2.2.1 Apply understanding of time, order, and/or sequence to aid in comprehension.
• Explain an author’s development of time and sequence through the use of literary devices (e.g., diary entries within a text) and/or the use of traditional/cultural organizational structures.
• Explain the use of steps in a process to convey meaning in an informational/expository text (e.g., obtaining a passport, how the laser was discovered). 2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text.
• Locate information using grade-level appropriate text features.
• Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a bar graph on how a demographic group spends its money, draw a conclusion about how the group spends its time).
• Use organizational features and electronic sources (such as headings and numberings, CD-ROM, internet, pull-down menus, key word searches, and icons) to access information.
• Select, from multiple choices, the purpose of a specific text feature, and/or information learned from a text feature.
• Explain how specific text features help you understand a selection (e.g., how margin entries provide additional information to assist in comprehension, how specific symbols are used, such as the numeration for footnotes). 2.2.3 Understand and analyze story elements.
• Use multiple sources of information from the text (e.g., character’s own thoughts/words, what others say about the character, and how others react to the character) to describe how major and minor characters change over time.
• Identify the important events that lead to conflicts and explain how each does or does not contribute to the resolution.
• Explain the influence of setting on mood, character, and plot.
• Identify the point of view used (first, third, or omniscient point of view) and interpret how point of view influences the text.
• Explain how a story would change if the narrator’s perspective changed.
• Identify implied themes in text and support with evidence from the text.
• Compare/contrast common recurring themes in books by the same or different authors.
• Select, from multiple choices, words or sentences that best describe specific story elements from the story, selection, or poem. 2.2.4 Apply understanding of text organizational structures.
• Recognize and use previously taught organizational structures (simple listing, sequential order, description, comparison and contrast, chronological order, cause and effect, order of importance, and process/procedural) to aid comprehension.
• Identify and use text written in concept/definition and problem/solution organizational structure to find and organize information and comprehend text. | Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. |
2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.
• Find similarities and differences within and between texts using text-based evidence (e.g., the author’s feelings and the poet’s feelings; descriptions recorded in a science article vs. poetry; perspectives seen in newspaper article, short story).
• Select, from multiple choices, a sentence that tells how two text elements are alike or different (e.g., character, information/facts).
• Identify and interpret cause and effect relationships within a literary/narrative text or informational/expository text using evidence from the text (e.g., an article and a poem about wolves or a description of the Underground Railroad from a newspaper article, a short story, or a biographical sketch of a leader in the Underground Railroad).
• Select, from multiple choices, a sentence that explains or describes cause and effect relationships (e.g., what caused something to happen, what was the result of an action). 2.3.2 Analyze and synthesize information for a specific topic or purpose.
• Integrate information from multiple sources for a variety of purposes (e.g., create a report, debate an issue, solve a problem). 2.3.3 Understand the functions (to make the story more interesting and convey a message) of literary devices.
• Recognize previously taught literary devices (simile, metaphor, idiom, imagery, exaggeration, irony, sarcasm, humor, and dialogue) and explain how they make the story more interesting and/or convey a message.
• Identify literary devices such as analogy and explain how they make the story more interesting and/or convey a message.
• Select, from multiple choices, a sentence from the story/poem/selection that is an example of a specific literary device. | Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in literary and informational text. |
2.4.1 Analyze literary/narrative text and information/expository text to draw conclusions and develop insights.
• Draw conclusions from grade-level text (e.g., the most important idea the author is trying to make in the story/poem/selection, what inspiration might be drawn from the story/poem/selection, who might benefit from reading the story/poem/selection).
• Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection. 2.4.2 Analyze how an author’s style of writing, including language choice, achieves the author’s purpose and influences an audience.
• Identify and explain the author’s purpose.
• Explain how the author’s style of writing impacts the reader’s enjoyment and/or comprehension of the text.
• Examine ways in which author’s style contributes to imagery, suggests a mood, or otherwise influences an audience. 2.4.3 Evaluate the author’s reasoning and the validity of the author’s position.
• Judge the validity of the evidence the author uses to support his/her position (e.g., is the evidence dated, biased, inaccurate) and justify the conclusion.
• Decide if the author’s ideas are solid and support your position. 2.4.4 Analyze and evaluate the effectiveness of the author’s tone and use of persuasive devices.
• Judge the effectiveness of the author’s details and arguments for a particular audience and cite examples to justify the decision.
• Identify the author’s tone and support the answer with text-based evidence.
• Describe the intended effects of persuasive devices and propaganda techniques. 2.4.5 Analyze ideas and concepts to generalize/extend information beyond the text.
• Generalize about processes, concepts, and common themes after reading multiple texts.
• Explain how information in a text could be applied to understand a similar situation or concept in another text and cite text-based examples (e.g., use the concept of symmetry learned in mathematics to understand the concept of symmetry in art). 2.4.6 Analyze ideas and concepts in multiple texts.
• Differentiate between the similarities and differences in how an idea or concept is expressed in multiple texts.
• Compare the feelings of the authors and/or characters as expressed in multiple texts.
• Select, from multiple choices, a sentence that tells how two pieces of information are alike or different. 2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions.
• Infer and explain the author’s beliefs and assumptions, citing text-based evidence for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective).
• Select, from multiple choices, a sentence that describes the author’s or character’s reasoning or problem with the reasoning.
Reading EALR 3: The student reads different materials for a variety of purposes.
| Component 3.1 Read to learn new information. |
3.1.1 Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.
• Select the best sources from library, web-based, and Internet materials for a specific task or to investigate a topic and defend the selection..
• Use information from various sources to investigate a topic (e.g., read newspaper want ads, websites, consumer reports, yellow pages to decide which products or services to buy).
• Follow multi-step directions (e.g., open a locker, fill out school forms, read a technical manual, design a webpage). | Component 3.2 Read to perform a task. |
3.2.2 Apply understanding of a variety of functional documents.
• Locate and use functional documents to perform a task (e.g., catalogs, magazines, schedules). | Component 3.4 Read for literary experience in a variety of genres. |
3.4.2 Analyze a variety of literary genres.
• Respond to literature written in a variety of genres.
• Explain why certain genres are best suited to convey a specific message or invoke a particular response from the reader. 3.4.3 Analyze literature from a variety of cultures or historical periods for relationships and recurring themes.
• Identify multiple perspectives from a variety of cultures or historical periods as expressed in literary genres (e.g., changes in medical practices from 1800 to the present).
• Identify recurring themes in literature that reflect worldwide social and/or economic change (e.g., social change such as characters that change their attitudes after learning about different cultures).
Reading EALR 4: The student sets goals and evaluates progress to improve reading.
| Component 4.1 Assess reading strengths and need for improvement. |
4.1.2 Evaluate reading progress and apply strategies for setting grade-level appropriate reading goals.
• Set reading goals and create a plan to meet those goals.
• Monitor progress toward implementing the plan, making adjustments and corrections as needed. | Component 4.2 Develop interests and share reading experiences. |
4.2.1 Evaluate books and authors to share common literary experiences.
• Recommend books to others and explain the reason for the recommendation.
• Discuss common reading selections and experiences with others. Return to top of page
MATHEMATICS Math EALR 1: The student understands and applies the concepts and procedures of mathematics. | Component 1.1: Understand and apply concepts and procedures from number sense. |
Number and numeration
1.1.1 Understand the concept of rational numbers (integers, decimals, fractions).
• Create a model when given a symbolic representation of a rational number.
• Write the rational number when given a model (e.g., number line, area model, situation, diagram, picture).
• Identify and convert between equivalent forms of rational numbers (e.g., fractions to decimals, percents to fractions).
• Identify prime, square, or composite numbers.
• Explain the meaning of rational numbers and give examples. 1.1.2 Understand the relative values of rational numbers.
• Compare and order rational numbers using physical models or implementing strategies (e.g., like denominators, changing to the same form).
• Locate symbolic representations of rational numbers on a model (e.g., a number line, fraction line, decimal grid, and circle graph).
• Explain the value of a given digit in a rational number (e.g., 2.3 is 2 ones and 3 tenths). 1.1.3 Apply properties of addition and multiplication including inverse properties to the rational number system.
• Use the inverse relationships between multiplication and division to simplify computations and solve problems.
• Use the inverse properties of addition and multiplication to simplify computations with integers, fractions, and decimals.
• Identify the inverse elements when using the additive inverse and the multiplicative inverse properties (e.g., 8 + -8 = 0; 2 x ½ = 1).
• Use the additive inverse property to solve problems.
• Illustrate or explain the additive and multiplicative inverse properties and why they work. 1.1.4 Understand the concept of direct proportion.
• Express proportional relationships using objects, pictures, and symbols.
• Explain the meaning of a proportion.
• Represent a new relationship from a given ratio (e.g., height of a totem pole, May pole).
• Represent percentages less than 1% or greater than 100% using objects, pictures, and symbols.
• Complete or write a proportion for a given situation.
• Solve problems involving proportions (e.g., determine the number and kinds of baked goods to bring to a bake sale based on proportions of different goods sold at previous bake sales).
• Use ratios to make predictions about proportions in a future situation. Computation
1.1.5 Understand the meaning of addition and subtraction on integers.
• Explain the meaning of addition and subtraction of integers using real-world models (e.g., reducing debt, temperature increase or decrease, yards gained and lost, movement of a hot-air balloon).
• Create a problem situation involving addition or subtraction of integers.
• Explain or show the meaning of addition or subtraction of integers.
• Use technology to demonstrate addition and subtraction with integers. 1.1.6 Apply computational procedures with fluency for multiplication and division on non-negative rational numbers.
• Find the product or quotient using non-negative decimals and fractions with unlike denominators.
• Apply percentages to solve a problem in a variety of situations (e.g., taxes, discounts, interest).
• Use multiplication and division to solve real-world problems involving non-negative rational numbers.
• Multiply non-negative decimal numbers to the hundredths place.
• Divided non-negative decimals numbers to the thousandths place by non-negative decimal numbers to the hundredths place. 1.1.7 Understand and apply strategies and tools to complete tasks involving addition and subtraction on integers and the four basic operations on non-negative rational numbers.
• Select and justify the selection of appropriate strategies and tools (e.g., mental computation, estimation, calculators, and paper and pencil) to compute in a problem situation.
• Convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator.
• Use calculators to add and subtract with integers of two or more digits.
• Use calculators to compute with decimal numbers with precision from the thousandths place and beyond. Estimation
1.1.8 Apply estimation strategies to predict or determine the reasonableness of answers in situations involving addition and subtraction of integers and the four basic operations on non-negative rational numbers.
• Identify when an approximation is appropriate in situations.
• Use estimation strategies prior to operations on non-negative rational numbers to approximate an answer.
• Justify why estimation would be used rather than an exact computation.
• Describe a situation where estimation is sufficient in real life contexts.
• Use estimation to verify the reasonableness of calculated results.
• Evaluate the appropriateness of estimation in a situation and support the evaluation. | Component 1.2: Understand and apply concepts and procedures from measurement. |
Attributes, units, and systems
1.2.1 Analyze how a change in a linear dimension affects other linear measurements (perimeter, circumference) and area measurements.
• Describe the relationships among linear dimensions (e.g., radius of a circle, length of a side or base, changes in the diameter affects the amount of deer hide needed to cover a drum face) and area of the figure (e.g., change the radius or length of a side, and check the change in area; describe that change).
• Explain changing one, two, or three dimensions in a rectangular prism and how it affects the surface area and volume; give three examples.
• Solve problems involving the effects of changes in one dimension on area (e.g., given a garden with certain dimensions, make the area of the garden x square units by changing only one dimension of the garden).
1.2.3 Understand how the unit of measure affects the precision of measurement.
• Select the appropriate measurement tool to match the precision needed (e.g., if needing measurement to the nearest 1/16 inch, select a ruler that has 1/32 increments).
• Explain how the unit selected for a situation can affect the precision of the measurement (e.g., when you have a ruler that has only 1/10 increments, you cannot measure something to the nearest hundredth with confidence of precision).
• Explain how measurement systems allow for different levels of precision (e.g., millimeters give more precise measurement than centimeters). Procedures, precision, and estimation
1.2.5 Apply formulas to find measurements of circles, triangles, and rectangular prisms.
• Apply formulas to determine missing measurements for circles, rectangular prisms, and triangles.
• Explain how to use a formula for finding the area and circumference of a circle (e.g., calculate the area needed to cover a drum face).
• Find and compare the volumes of rectangular prisms that have a given volume (e.g., if two rectangular prisms have the same volume and one has twice the height of the other, determine how the areas of their bases compare).
• Justify the standard formula for finding the area of a right triangle (e.g., 1/2 of a rectangle).
• Use given dimensions to determine surface area and volume. 1.2.6 Understand and apply strategies to obtain reasonable estimates of circle measurements, right triangles, and surface area for rectangular prisms.
• Identify situations in which estimated measures are sufficient. [• Estimate circle and triangle measurements.
• Use common approximations of pi (3.14; 22/7) to calculate the approximate circumference and the area of circles.
• Use or describe a process to find a reasonable estimate of circle measurements (e.g., wrap a string around it).
• Explain why estimation or precise measurement is appropriate in a given situation. | Component 1.3: Understand and apply concepts and procedures from geometric sense. |
Properties and relationships
1.3.1 Understand the concept of similarity.
• Identify corresponding sides and angles of two similar figures.
• Determine and justify if two figures are similar using the definition of similarity.
• Differentiate between similar and congruent figures, either geometric figures or real-world objects, and justify the conclusion.
• Explain how a scale drawing is an example of similarity. 1.3.2 Apply understanding of the characteristics of rectangular prisms and circles.
• Identify, describe, compare, and sort figures.
• Draw rectangular prisms and circles with specified properties (e.g., circumference of an 18 centimeter quadrilateral having equal sides but no right angles; a triangle with no equal sides).
• Use the properties of rectangular prisms and circles to solve problems (e.g., determine which of two rectangular prism-shaped boxes will hold the most cans of food at the food drive and explain how the geometric characteristics affect capacity).
• Compare two rectangular prisms based on their characteristics (e.g., compare the geometric characteristics of two rectangular prisms with different dimensions and the same volume). Locations and transformations
1.3.3 Understand the location of points on a coordinate grid in any of the four quadrants.
• Identify the coordinates of the fourth point to make a rectangle given three points.
• Plot and label ordered pairs in any of the four quadrants.
• Name the coordinates of a given point in any of the four quadrants.
• Identify objects or the location of objects on a coordinate grid using coordinates or labels.
• Use technology to locate objects on a two-dimensional grid.
• Use ordered pairs to describe the location of objects on a grid. 1.3.4 Understand and apply combinations of translations (slides) and reflections (flips) to two-dimensional figures.
• Identify and explain whether a shape has been translated (slid) or reflected (flipped) with or without a grid.
• Use transformations to create congruent figures and shapes in multiple orientations.
• Find the coordinate pairs for a translation or a reflection across an axis given a shape on a coordinate grid.
• Match a shape with its image following one or two transformations (sliding or flipping).
• Use combinations of translations and reflections to draw congruent figures.
• Use ordered pairs to describe the location of an object on a coordinate grid after a translation and reflection. | Component 1.4: Understand and apply concepts and procedures from probability and statistics. |
Probability
1.4.1 Understand the concepts of complementary, independent, and mutually exclusive events.
• Determine and explain when events are mutually exclusive (e.g., your grade on a test is an A, B, or C).
• Determine and explain when events are complementary (e.g., a person awake or asleep, you pass or fail a test, coin throw ─ heads or tails).
• Identify or explain when events are complementary, mutually exclusive, or neither (e.g., spinning a 4 or a 5 but with the possibility of spinning 1, 2, 3, or 6) and explain. 1.4.2 Understand and apply the procedures for determining the probabilities of multiple trials.
• Calculate the probabilities of independent or mutually exclusive outcomes or events.
• Calculate the probability of an event given the probability of its complement.
• Create a game that has an equal probability for all players to win.
• Revise a game with unequal probabilities for all players and make it a fair game.
• Determine, interpret, or express probabilities in the form of a fraction, decimal, or percent.
• Predict the probability of outcomes of experiments and test the predictions.
• Predict the probability of future events based on empirical data. Statistics
1.4.3 Apply data collection processes to inform, persuade, or answer questions.
• Formulate a question and collect data from a population, describing how the questions, collection method, and sample population affect the results.
• Present collected data to support an opinion to inform or persuade an identified audience.
• Determine whether given data provides useful information for a situation (e.g., given a set of data, decide whether all of the information provided is necessary).
• Determine whether data support a given opinion and explain the decision.
• Identify a sample relevant to a given question and population.
• Determine and use range and measures of central tendency to describe a set of data. 1.4.4 Understand how variations in data may affect the choice of data analysis techniques used.
• Describe the effects of extreme values on means in a population.
• Explain the difference between median or mean as a measure of central tendency in a given situation (e.g., when an extreme value skews the mean).
• Describe how additional data added to data sets may affect the result of measures of central tendency.
• Find the range of a set of data.
• Explain what the range adds to measures of central tendency. 1.4.5 Understand and apply various data display techniques including box-and-whisker plots.
• Read and interpret various data displays.
• Determine the appropriate representation for given data.
• Construct bar graphs, circle graphs, line graphs, box-and-whisker and scatter plots using collected data.
• Use scatter plots to describe trends and interpret relationships.
• Read and interpret data from box-and-whisker plots and determine when using this type of graph is appropriate.
• Describe statistical information given a box-and-whisker plot (e.g., median, range, interquartile range).
• Compare different graphical representations of the same data.
• Make and justify an inference drawn from a sample. 1.4.6 Evaluate how different representations of the same set of data can support different points of view.
• Critique the use of data and data displays for univariate data.
• Judge the reasonableness of conclusions drawn from a set of data and support that position with evidence (e.g., from newspapers, web sites, opinion polls).
• Determine the accuracy and completeness of the data in a table or graph.
• Explain how different representations of the same set of data can support different points of view.
• Describe how statistics or graphics have been used or misused to support a point of view. | Component 1.5: Understand and apply concepts and procedures from algebraic sense. |
Patterns, functions, and other relations
1.5.1 Apply understanding of linear relationships to analyze patterns, sequences, and situations.
• Identify patterns that are linear relations and provide missing terms.
• Describe the relationship between the terms in a sequence and their positions in the sequence.
• Identify, extend, or represent patterns and sequences using tables, graphs, or expressions.
• Use technology to generate graphic representations of linear relationships.
• Make predictions using linear relationships in situations.
• Identify a linear relationship that has the same pattern as another linear relationship.
• Create a representation of a linear relationship given a rule. 1.5.2 Apply understanding of linear patterns in a table, graph, or situation to develop a rule.
• Describe the rule and/or construct a table to represent a pattern with combinations of two arithmetic operations in the rule.
• Write an expression or equation with a single variable representing a situation or real-world problem.
• Write a story about a situation that represents a given linear equation, expression, or graph.
• Describe the rule or construct a table to represent a pattern with combinations of two arithmetic operations in the rule.
• Use technology to determine the rule for a linear relationship. Symbols and representations
1.5.3 Understand relationships between quantities using squares and square roots.
• Represent relationships between quantities using exponents (squares) and radicals (roots).
• Simplify square roots of square numbers (e.g., the square root of 9 is 3).
• Demonstrate understanding of square roots with physical models and examples.
• Use exponents (squares) and radicals (square roots) to represent relationships (e.g., finding the area of a square with a side of 5 could be represented by 52). 1.5.4 Apply understanding of equations, tables, and graphs to represent situations involving linear relationships.
• Represent linear relationships through expressions, equations, tables, and graphs of situations involving non-negative rational numbers.
• Graph data to demonstrate relationships in familiar contexts (e.g., conversions, perimeter, area, volume, and scaling).
• Develop a situation that corresponds to a given equation or expression.
• Create a table or graph given a description of, or an equation for, a situation involving a linear relationship.
• Describe a situation involving a linear or non-linear relationship that matches a given graph (e.g., time-distance, time-height).
• Explain the meaning of a variable in a formula, expression, or equation. Evaluating and solving
1.5.5 Understand and apply procedures to evaluate expressions and formulas considering order of operations.
• Substitute non-negative rational values for variables in order to evaluate expressions and formulas (e.g., length x width when length=3 and width=4)
• Explain the simplification of expressions and equations using order of operations.
• Evaluate expressions and formulas considering order of operations.
• Determine the expression that represents a given situation.
• Describe a situation that fits with a given expression.
• Write expressions or equations for a situation. 1.5.6 Understand and apply a variety of strategies to solve two-step equations with one variable.
• Explain and justify the solution to a problem in a given context.
• Solve two-step equations with one variable on only one side of the equal sign (e.g., 2x + 4 = 12).
Math EALR 2: The student uses mathematics to define and solve problems.
Component 2.1: Understand problems.
Example: On the playground, Juan made 13 free throws out of 18 tries. If Bonita shoots 25 free throws, what is the lowest number she has to make in order to have a better free throw percentage than Juan? |
2.1.1 Analyze a situation to define a problem.
• Use strategies to become informed about the situation (e.g., listing information, asking questions).
• Summarize the situation (e.g., two people are shooting free throws, one shot 18, the other 25; we are trying to find the percentage made for each).
• Determine whether enough information is given to find a solution (e.g., list what is needed to find the percentage of free throws made).
• Determine whether information is missing or extraneous (e.g., compare the list of known things to the list of needed things to see if there are things that are not needed ─ names, location).
• Define the problem (e.g., find the smallest number of free throws Bonita needs to make out of 25 attempts in order to top Juan’s percentage). | Component 2.2: Apply strategies to construct solutions. |
2.2.1 Apply strategies, concepts, and procedures to devise a plan to solve the problem.
• Organize relevant information from multiple sources (e.g., describe how to calculate percents, set limits on the number that Bonita could make).
• Select and apply appropriate mathematical tools for a situation (e.g., guess and check, calculate Juan’s percentage and create a table of values [with or without technology] for Bonita’s percentage). 2.2.2 Apply mathematical tools to solve the problem.
• Implement the plan devised to solve the problem or answer the question posed (e.g., in a table of values of percentages for Bonita’s possible results and percentages, find the range of values that yield a percentage larger than Juan’s; find the smallest of those and use that number).
• Identify when an approach is unproductive and modify or try a new approach (e.g., if a result is larger than 25, return to see if the percentage computation is accurate and if it is computed correctly).
• Check the solution to see if it works (e.g., if the solution is larger than 25, it makes no sense in the given problem).
Math EALR 3: The student uses mathematical reasoning.
| Component 3.1: Analyze information. |
3.1.1 Analyze information from a variety of sources to interpret and compare information.
• Explain and compare conclusions reached from data (e.g., from newspapers, web sites, opinions polls).
• Use graphs to describe trends, compare, and interpret relationships from data (e.g., from newspapers, web sits, opinion polls). | Component 3.2: Make predictions, inferences, conjectures, and draw conclusions. |
3.2.1 Apply prediction and inference skills to make or evaluate conjectures.
• Predict the probability of future events based on empirical data.
• Predict the probability of outcomes of experiments and test the predictions. 3.2.2 Apply the skill of drawing conclusions and support those conclusions using evidence.
• Draw conclusions from displays, texts, or oral discussions and justify those conclusions with logical reasoning or other evidence (e.g., read a newspaper article that includes data, draw a conclusion, and support that conclusion with evidence from the article or elsewhere). 3.2.3 Analyze procedures and results in various situations.
• Describe how additional data added to data sets may affect the computations of measures of central tendency in various situations. | Component 3.3: Verify results. |
3.3.1 Analyze procedures and information used to justify results using evidence.
• Justify the reasonableness of an estimate.
• Apply a process that can be used to find a reasonable estimate of circle measurements (e.g., wrap a string around the circle).
• Apply estimation strategies prior to computing addition and subtraction of integers and operations on non-negative rational numbers to determine reasonableness of answers. 3.3.2 Analyze thinking and mathematical ideas using models, known facts, patterns, relationships, or counter examples.
• Explain how different representations of the same set of data can support different points of view.
Math EALR 4: The student communicates knowledge and understanding in both everyday and mathematical language.
| Component 4.1: Gather information. |
4.1.1 Apply a planning process to collect information for a given purpose.
• Formulate a question and collect data from a population considering how the questions, collection method, and sample population affect the results. 4.1.2 Understand how to extract information from multiple sources using reading, listening, and observation.
• Create a table or graph given a description of, or an equation for, a situation involving a linear or non-linear relationship. | Component 4.2: Organize, represent, and share information. |
4.2.1 Apply organizational skills for a given purpose.
• Identify, determine, interpret, or express probabilities in the form of a fraction, decimal, or percent. 4.2.2 Apply communication skills to clearly and effectively express or present ideas and situations using mathematical language or notation.
• Identify data that may represent sampling errors and explain why the sample (and the display) might be biased.
• Explain when estimation might be used rather than computation.
• Clearly explain, describe, or represent mathematical information in a pictorial, tabular, graphical, two- or three-dimensional drawing, or other form as appropriate for the mathematical information (e.g., time, distance, categories), audience, and/or purpose such as to perform or persuade with notation and labels as needed.
EALR 5: The student understands how mathematical ideas connect within mathematics, to other subject areas, and to real-life situations. | Component 5.1: Relate concepts and procedures within mathematics. |
5.1.1 Apply concepts and procedures from a variety of mathematical areas in a given problem or situation.
• Write the rational number when given a model (e.g., number line, area model, situation, diagram, picture).
• Given a set of data, compare various representations (e.g., box-and-whisker, bar, circle graph) for a given situation. 5.1.2 Apply different mathematical models and representations to the same situation.
• Explain how different representations of the same set of data can support different points of view.
• Match a situation with a data set or graph. | Component 5.2: Relate mathematical concepts and procedures to other disciplines. |
5.2.1 Analyze mathematical patterns and ideas to extend mathematical thinking and modeling to other disciplines.
• Evaluate and explain conclusions of plant growth drawn from data (e.g., from magazines, newspapers, web sites).
• Write a story about a situation that represents a given linear equation, expression, or graph.
• Determine the target heart zone for participation in aerobic activities.
• Chart a one week physical activity log based on calories expended/minute of activity.
• Determine adjustments needed to achieve a healthy level of fitness.
• Create a perspective drawing using vanishing point.
• Mix paint in the correct proportions to create a particular color. 5.2.2 Know the contributions of individuals and cultures to the development of mathematics.
• Recognize the contributions of a variety of people to the development of mathematics (e.g., research and report on the history of pi). | Component 5.3: Relate mathematical concepts and procedures to real-world situations. |
5.3.1 Understand that mathematics is used in daily life and extensively outside the classroom.
• Describe a situation where estimation is sufficient in real life contexts.
• Use properties of polygons and circles to solve real-world problems (e.g., find the amount of fencing needed for a pasture).
• Compare the unit prices of various soft drinks. 5.3.2 Understand that mathematics is used within many occupations or careers.
• Explain how mathematics is used in careers or occupations of interest (e.g., complete a mathematically-based project). Return to top of page
WRITING In seventh grade, students present legible, cohesive, and interesting writing in a form, format, and style appropriate for the purpose and audience. Claims and opinions are well-researched and are supported with sufficient examples or facts to produce a response from the reader. They address a range of issues within a variety of forms and modes. Language is descriptive, incorporating details and imagery to enhance ideas. Students use complex sentence structures and complex punctuation with increased accuracy. They revise for specific traits and include suggestions from others to improve writing. Students see writing as a means to an end, as well as a worthwhile activity in itself, and enjoy exploring their ideas through writing and graphics. Writing EALR 1. The student understands and uses a writing process. | Component 1.1: Prewrites to generate ideas and plan writing. |
1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing
• Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms list, then creates graphic organizer electronically)
• Maintains a log or journal to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational, persuasive, or literary writing
• Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming)
• Gathers and paraphrases information from a variety of resources (e.g., interviews, multimedia, periodicals) and chooses an organizer to analyze, synthesize, and/or evaluate information to plan writing
• Explains purpose and selects effective form at prewriting stage | Component 1.2: Produces draft(s). |
1.2.1 Analyzes task and composes multiple drafts when appropriate
• Refers to prewriting plan
• Drafts according to audience, purpose, and time
• Drafts by hand and/or on the computer
• Rereads text and decides to continue draft or to start a new draft | Component 1.3: Revises to improve text. |
1.3.1 Revises text, including changes in words, sentences, paragraphs, and ideas
• Uses effective revision tools or strategies (e.g., reading draft out loud, checking sentence beginnings, expanding sentences, using an electronic thesaurus)
• Rereads work several times and has a different focus for each reading (e.g., first reading – changing words to improve clarity, second reading – substituting more effective persuasive language, third reading -- adding specific examples to support claim)
• Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups)
• Records feedback using writing group procedure (e.g., partner reads writer’s work aloud and writer notes possible revision)
• Evaluates feedback and justifies the choice to use feedback (e.g., “I chose to change the word ‘things’ because my group said it was confusing.”)
• Uses multiple resources regularly to identify needed changes (e.g., writing guide, checklist, criteria, adult, peer) | Component 1.4: Edits text. |
1.4.1 Edits for conventions
• Identifies and corrects errors in conventions
• Uses appropriate references and resources (e.g., dictionary, writing/style guide, electronic spelling and grammar check, conventions checklist, adults, peers,)
• Proofreads final draft for errors | Component 1.5: Publishes text to share with an audience. |
1.5.1 Publishes in formats that are appropriate for specific audiences and purposes
• Selects from a variety of publishing options keeping in mind audience and purpose (e.g., school newspaper, bulletin boards, contests)
• Publishes using a range of graphics and illustrative material (e.g., photos, charts, graphs, tables, diagrams, cartoons)
• Publishes material in appropriate form (e.g., slide show, brochure, postcard) and format (e.g., colors, font, layout, key words and phrases instead of sentences) for visual and dramatic presentations (e.g., readers’ theater script)
• Uses different available technologies to produce, design, and publish a finished product (e.g., word processor, photo software, presentation software, publishing software) | Component 1.6: Adjusts writing process as necessary. |
1.6.1 Applies understanding of the recursive nature of writing process
• Revises at any stage of process
• Edits as needed at any stage 1.6.2 Uses collaborative skills in adapting writing process
• Delegates parts of writing process to team members (e.g., one member may interview, another may collect information from other resources)
• Collaborates on drafting, revising, and editing
• Collaborates on final layout and publishing/presenting (e.g., travel brochure) 1.6.3 Uses knowledge of time constraints to adjust writing process
• Adjusts the number of drafts to compensate for time allotted (e.g., on-demand, in-class writing or multi-week projects)
• Writes to meet a deadline
• Adapts amount of time spent on prewriting in response to on-demand prompt
• Creates a management time line for written projects (e.g., portfolios, research papers, I-Search papers)
• Increases time for prewriting, drafting, revising, and editing when working on longer written projects. (e.g., portfolios)
Writing EALR 2: The student writes in a variety of forms for different audiences and purposes.
| Component 2.1: Adapts writing for a variety of audiences. |
2.1.1 Applies understanding of multiple and varied audiences to write effectively
• Identifies an intended audience
• Identifies and includes information and uses appropriate language for a specific audience (e.g., defines technical or content-specific terms or jargon)
• Describes audience’s interest and knowledge of topic to determine emphasis
• Anticipates readers’ questions and writes accordingly | Component 2.2: Writes for different purposes. |
2.2.1 Demonstrates understanding of different purposes for writing
• Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain for a specified audience (e.g., writes to persuade classmates about a position on required school uniforms, includes narratives/poetry in portfolio)
• Writes for self expression
• Writes to analyze informational and literary texts
• Writes to learn (double-entry journal in math, social studies, or science; letter to teacher assessing own work; reflection)
• Writes for more than one purpose using a form (e.g., a script used to entertain, to persuade, or to inform)
• Includes more than one mode within a piece to address purpose (e.g., narrative anecdote as an introduction to a persuasive piece of writing) | Component 2.3: Writes in a variety of forms/genres. |
2.3.1 Uses a variety of forms/genres
• Integrates more than one form/genre in a single piece (e.g., a research paper about a local issue which includes caption with pictures, charts and graphs, and interviews)
• Maintains a log or portfolio to track variety of forms/genres used
• Produces a variety of new forms/genres. Examples:
o oral histories
o fictional journal entries
o film and drama reviews
o compare/contrast essays
o letters to the editor
o brochures
o web pages
o ballads | Component 2.4: Writes for career applications. |
2.4.1 Produces documents used in a career setting
• Collaborates with peers on long-term team writing projects (e.g., yearbook, literary
• magazine)
• Writes in forms associated with specific tasks or careers (e.g., class office resumé, persuasive letter requesting school funds)
• Selects and synthesizes information from technical documents for inclusion in writing (e.g., report that includes data/information derived from charts or graphs)
Writing EALR 3: The student writes clearly and effectively. | Component 3.1: Develops ideas and organize writing. |
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples
• Presents a central idea, theme, manageable thesis while maintaining a consistent focus (e.g., narrows the topic, uses an essential question to guide research and maintain focus)
• Selects specific details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, statistics, anecdotes, reasons)
• Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; personal knowledge of an illness to persuade the audience that water pollution is dangerous)
• Varies method of developing character (e.g., how the character acts, talks, thinks, and looks), setting (e.g., through the character's point of view) and plot in narratives | Component 3.2: Uses appropriate style. |
3.2.1 Applies understanding that different audiences and purposes affect writer’s voice
• Writes with a clearly defined voice appropriate to audience
• Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., humorous, informal, and knowledgeable voice)
• Writes from more than one point of view or perspective (e.g., cultural perspective for a character’s viewpoint in history or literature, third person for scientific reports, first or third person for persuasive writing) 3.2.2 Analyzes and selects language appropriate for specific audiences and purposes
• Uses precise language to persuade or inform
• Uses precise language in poetic and narrative writing
• Uses the vernacular appropriately
• Uses specialized vocabulary relevant to specific content area (e.g., hypotenuse, quadratic, radius)
• Uses persuasive techniques (e.g., direct audience appeal, rhetorical questions)
• Uses literary devices (e.g., simile, metaphor, personification)
• Uses poetic devices (e.g., repetition, rhythm, rhyme schemes) | Component 3.2: Uses appropriate style. |
3.2.3 Uses a variety of sentences
• Writes a variety of sentence lengths for effect (e.g.,“Up in her bedroom, behind her closed door, the girl stamped her foot in rage, wishing she could go to the picnic. Grounded!”)
• Writes a variety of sentence structures (e.g., uses appositive phrases: “The 7thgrade teacher, the busiest woman on the staff, still had time for all of her students.”)
• Uses a variety of line lengths and structures in poetry for effect (e.g., dialogue and ABCB rhyme scheme for a ballad) | Component 3.3: Knows and applies writing conventions appropriate for the grade-level. |
3.3.1 Uses legible handwriting
• Produces readable printing or cursive handwriting (e.g., size, spacing, formation, upper case and lower case) Note: In components 3.3.1 through 3.3.8, skills are generally not repeated and build each year upon preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year. 3.3.2 Spells accurately in final draft
• Uses spelling rules and patterns from previous grades
• Uses multiple strategies to spell. Examples:
o homophones (e.g., principle and principal)
o affixes (e.g., re-, post-, -ous, -ology)
o Greek and Latin roots (e.g., telephone, chronologic, distract,persist)
o frequently misspelled words (e.g., occasion, recommendation, sincerely)
• Uses resources to correct own spelling 3.3.3 Applies capitalization rules
• Uses capitalization rules from previous grades
• Uses capitals correctly in an outline or list
• Uses consistent capitalization when formatting technical documents
• Uses resources to check capitalization 3.3.4 Applies punctuation rules
• Uses punctuation rules from previous grades
• Uses commas to separate an interrupter (e.g., The teacher, however, was not impressed.)
• Uses semicolons to separate groups that contain commas (e.g., The Seahawks traveled to Washington, D.C.; New York, NY; and Oakland, CA.)
• Uses the hyphen to prevent confusion (e.g., re-elect)
• Uses bullets in technical writing when applicable
• Uses resources to check punctuation 3.3.5 Applies usage rules
• Applies usage rules from previous grades
• Uses of adverbs vs. adjectives correctly.
o correct: He ran well in the race.
o incorrect : He ran good in the race.
• Uses comparative and superlative adjectives correctly correct: The ruby is harder than the emerald. The diamond is the hardest gem. incorrect: The diamond is more harder than that ruby.
• Uses parallel construction of elements in a list
o parallel: The lunchroom was immaculate: napkins in their holders, pop bottles in the recycle container, trays in place for the next day.
o not parallel: The lunchroom was immaculate: napkins were put away, pop bottles in the recycle bins, and neatly stacked trays.
• Uses resources to check usage 3.3.6 Uses complete sentences in writing
• Uses fragments intentionally for effect or to emulate speech 3.3.7 Applies paragraph conventions
• Uses paragraph conventions from previous grades
• Uses stanzas and other textual markers (e.g., table of contents, title and subtitle, bullets) 3.3.8 Applies conventional forms for citations
• Cites sources according to prescribed format
Writing EALR 4: The student analyzes and evaluates the effectiveness of written work.
| Component 4.1: Analyzes and evaluates others’ and own writing. |
4.1.1 Analyzes and evaluates writing using established criteria
• Identifies aspects of the author’s craft (e.g., point of view, purpose, bias)
• Identifies persuasive elements in a peers’ writing and critiques the effectiveness (e.g., audience appeal, concession and rebuttal, call to action)
• Explains accuracy of content and vocabulary for specific curricular areas (e.g., description of scientific procedure during a class lab) 4.1.2 Analyzes and evaluates own writing using established criteria
• Explains strengths and weaknesses of own writing using criteria (e.g., WASL, classroom-created, or 6-Trait rubrics, scoring guides specific to purpose or form of assignment)
• Rereads own work for the craft of writing (e.g., point of view, figurative language) as well as the content (e.g., specific and relevant information)
• Uses criteria to choose and defend choices for a writing portfolio
• Provides evidence that goals have been met (e.g., selects piece that shows improved introduction technique) | Component 4.2: Sets goals for improvement. |
4.2.1 Evaluates and adjusts writing goals using criteria
• Writes reflection about growth in writing and creates an improvement plan (e.g., “In my next persuasive piece, I will include a personal anecdote.” “I will organize my prewrite into a logical plan before drafting.”)
• Monitors progress and adjusts goals (e.g., “I have three expository essays in my portfolio. I need to include a persuasive piece next trimester.”)
• Maintains a written log of long-range goals (e.g., “I will write in three or more new genres; I will use more logical evidence to persuade; I will elaborate with personal narrative; I will write to a government official or public personality.”) and a portfolio of work. Return to top of page
SCIENCE In seventh grade, students become more proficient with both field and controlled investigative skills. When investigating they learn to make judgments about data and determine multiple criteria to support valid conclusions. They examine micro to macro systems with the use of models. Seventh grade students take the ability to investigate the immediate world and apply this to new situations that may be more difficult to experience directly. Science EALR 1: The student understands and uses scientific concepts and principles. | Component 1.1 Properties: Understand how properties are used to identify, describe, and categorize substances, materials, and objects and how characteristics are used to categorize living things. |
1.1.2 Understand the positions, relative speeds, and changes in speed of objects.
• Describe and measure the relative position or change in position of one or two objects.
• Describe an object’s motion as speeding up, slowing down, or moving with constant speed using models, numbers, words, diagrams, and graphs.
• Measure and describe the speed of an object relative to the speed of another object. 1.1.5 Understand how to classify rocks, soils, air, and water into groups based on their chemical and physical properties.
• Describe properties of minerals and rocks that give evidence of how they were formed (e.g., crystal size and arrangement, texture, luster, cleavage, hardness, layering, reaction to acid).
• Describe properties of soils that give evidence of how the soils were formed (e.g., chemical composition such as acidic, types of particles, particle size, organic materials, layering).
• Describe how Earth’s water (i.e., oceans, fresh waters, glaciers, ground water) can have different
• properties (e.g., salinity, density).
• Describe how the atmosphere has different properties at different elevations. | Component 1.2 Structures: Understand how components, structures, organizations, and interconnections describe systems. |
1.2.1 Analyze how the parts of a system interconnect and influence each other.
• Describe the flow of matter and energy through a system (i.e., energy and matter inputs, outputs, transfers, transformations). 1.2.4 Understand the components and interconnections of Earth’s systems.
• Describe the components of the Earth’s systems (i.e., the core, the mantle, oceanic and crustal plates, landforms, the hydrosphere and atmosphere).
• Describe the interactions among the components of Earth’s systems (i.e., the core, the mantle, oceanic and crustal plates, landforms, the hydrosphere and atmosphere).
• Describe magma (i.e., magma comes from Earth’s mantle and cools to form rocks). | Component 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy. |
1.3.1 Understand factors that affect the strength and direction of forces.
• Observe and describe factors that affect the strength of forces (e.g., an object with a greater mass has a greater gravitational force [weight]; certain types of magnets have greater magnetic forces; a larger muscle can pull with a greater force).
• Describe how forces acting on an object may balance each other (e.g., the downward force of gravity on an object sitting on a table is balanced by an upward force from the table).
• Measure and describe how a simple machine can change the strength and/or direction of a force (i.e., levers and pulleys).
• Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water). 1.3.2 Understand how balanced and unbalanced forces can change the motion of objects.
• Describe how an unbalanced force changes the speed and/or direction of motion of different objects moving along a straight line, 2nd Law of Motion (e.g., a larger unbalanced force is needed to equally change the motion of more massive objects).
• Describe how frictional forces act to stop the motion of objects.
• Investigate and describe the balanced and unbalanced forces acting on an object (e.g., a model car speeding up on a table has both an unbalanced force pulling it forward and a gravitational force pulling it down balanced by the table pushing upward).
• Investigate and describe pressure differences that result in unbalanced forces moving objects (e.g., pressure differences cause forces that move air masses, move blood through the heart, cause volcanic eruptions). 1.3.3 Understand that matter is conserved during physical and chemical changes.
• Observe and describe evidence of physical and chemical changes of matter (e.g., change of state, size, shape, temperature, color, gas production, solid formation, light).
• Observe and describe that substances undergoing physical changes produce matter with the same chemical properties as the original substance and the same total mass (e.g., tearing paper, freezing water, breaking wood, sugar dissolving in water).
• Observe and describe that substances may react chemically to form new substances with different chemical properties and the same total mass (e.g., baking soda and vinegar; light stick mass before, during, and after reaction). 1.3.4 Understand the processes that continually change the surface of the Earth.
• Describe the processes by which soils are formed (e.g., erosion and deposition in river systems).
• Describe how heat (thermal) energy flow and movement (convection currents) beneath Earth’s crust cause earthquakes and volcanoes.
• Describe how constructive processes change landforms (e.g., crustal deformation, volcanic eruption, deposition of sediment).
• Describe how destructive processes change landforms (e.g., rivers erode landforms).
• Describe the processes involved in the rock cycle (e.g., magma cools into igneous rocks; rocks are eroded and deposited as sediments; sediments solidify into sedimentary rocks; rocks can be changed by heat and pressure to form metamorphic rocks) 1.3.5 Understand how fossils and other evidence are used to document life and environmental changes over time.
• Describe how fossils are formed.
• Describe different kinds of evidence that are used to document past conditions on Earth (e.g., glacial markings, ash layers, tree rings, rock layers).
• Describe how fossils and other artifacts provide evidence of how life has changed over time (e.g., extinction of species). 1.3.6 Analyze the relationship between weather and climate and how ocean currents and global
atmospheric circulation affect weather and climate.
• Compare weather and climate.
• Explain the effect of the water cycle on weather (e.g., cloud formation, storms).
• Explain how ocean currents influence the atmosphere in terms of weather and climate.
• Explain the causes of atmospheric circulation and oceanic currents (e.g., prevailing winds are the result of hot tropical regions, cold polar regions, and Earth’s spin) 1.3.8 Understand how individual organisms, including cells, obtain matter and energy for life processes.
• Describe the different sources of matter and energy required for life processes in plants and animals (e.g., seeds have energy for germination; green plants need light for energy).
• Describe how organisms acquire materials needed for life processes.
• Describe how systems interact to distribute materials and eliminate wastes produced by life processes.
• Describe that both plants and animals extract energy from food but plants produce their own food from light, air, water, and mineral nutrients while animals consume energy-rich foods. 1.3.9 Understand how the theory of biological evolution accounts for species diversity, adaptation, natural selection, extinction, and change in species over time.
• Describe how fossils show that extinction is common and that most organisms that lived long ago have become extinct.
• Describe how individual organisms with certain traits are more likely than others to survive and have offspring (i.e., natural selection, adaptation).
• Describe how biological evolution accounts for the diversity of species developed through gradual processes over many generations. 1.3.10 Understand how organisms in ecosystems interact with and respond to their environment and other organisms.
• Describe how energy flows through a food chain or web.
• Describe how substances such as air, water, and mineral nutrients are continually cycled in ecosystems.
• Explain the role of an organism in an ecosystem (e.g., predator, prey, consumer, producer, decomposer, scavenger, carnivore, herbivore, omnivore).
• Describe how a population of an organism responds to a change in its environment.
Science EALR 2: The student knows and applies the skills and processes of science and technology.
| Component 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. |
2.1.1 Understand how to generate a question that can be answered through scientific investigation.
• Generate multiple questions based on observations.
• Generate a question that can be investigated scientifically.
• Generate a new question that can be investigated with the same materials and/or data as a given investigation. 2.1.2 Understand how to plan and conduct scientific investigations.
• Make predictions (hypothesize) and give reasons.
• Generate a logical plan for, and conduct, a scientific controlled investigation with the following attributes:
• prediction (hypothesis)
• appropriate materials, tools, and available computer technology
• controlled variables (kept the same)
• one manipulated (changed) variable
• responding (dependent) variable
• gather, record, and organize data using appropriate units, charts, and/or graphs
• multiple trials
• Generate a logical plan for a simple field investigation with the following attributes:
• Identify multiple variables
• Select observable or measurable variables related to the investigative question
• Identify and explain safety requirements that would be needed in the investigation. 2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic.
• Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams).
• Describe a reason for a given conclusion using evidence from an investigation.
• Generate a scientific explanation of an observed phenomenon using given data.
• Describe the difference between evidence (data) and conclusions. 2.1.4 Analyze how models are used to investigate objects, events, systems, and processes.
• Create a model or computer simulation to investigate and predict the behavior of objects, events, systems, or processes (e.g., phases of the Moon using a solar system model).
• Explain the advantages and limitations of investigating with a model. 2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes.
• Report observations of scientific investigations without making inferences.
• Summarize an investigation by describing:
• reasons for selecting the investigative plan
• materials used in the investigation
• observations, data, results
• explanations and conclusions in written, mathematical, oral, and information technology presentation formats
• ramifications of investigations
• safety procedures used
• Describe the difference between an objective summary of data and an inference made from data. | Component 2.2 Nature of Science: Understand the nature of scientific inquiry. |
2.2.1 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations.
• Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise.
• Describe how scientists accurately and honestly record, report, and share observations and measurements without bias.
• Explain why honest acknowledgement of the contributions of others and information sources are necessary. 2.2.2 Understand that scientific theories explain facts using inferential logic.
• Describe how a principle or theory logically explains a given set of facts.
• Describe how new facts or evidence may result in the modification or rejection of a theory (e.g., caloric theory of heat, theory of acquired characteristics). 2.2.3 Analyze inconsistent results from scientific investigations to determine how the results can be explained.
• Compare two or more similar investigations and explain why different results were produced (e.g., insufficient data could be interpreted as inconsistent results).
• Explain whether sufficient information has been obtained to make a conclusion.
• Explain why the results from a single investigation or demonstration are not sufficient to describe a phenomenon. 2.2.4 Understand how to make the results of scientific investigations reliable and how to make the methods of investigation valid.
• Describe how to increase the reliability of the results of an investigation (e.g., repeating an investigation exactly the same way increases the reliability of the results).
• Describe how the method of an investigation is valid (i.e., validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding or dependent variable).
• Describe the purpose of the steps and materials of an investigation’s procedure in terms of the validity of the investigation. 2.2.5 Understand that increased comprehension of systems leads to new inquiry.
• Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations.
• Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
• Describe how increased understanding of systems leads to new questions to be investigated.
• Describe how new ideas need repeated inquiries before acceptance.
Science EALR 3: The student understands the nature and contexts of science and technology.
| Component 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. |
3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions.
• Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).
• Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).
• Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem).
• Describe an appropriate question that could lead to a possible solution to a problem. 3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges.
• Propose, implement, and document the scientific design process used to solve a problem or challenge:
• define the problem
• scientifically gather information and collect measurable data
• explore ideas
• make a plan
• list steps to do the plan
• scientifically test solutions
• document the scientific design process
• Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object).
• Explain the reason(s) for the effectiveness of a solution to a problem or challenge. 3.1.3 Analyze multiple solutions to a problem or challenge.
• Describe the criteria to evaluate an acceptable solution to the problem or challenge.
• Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
• Describe the consequences of the solution to the problem or challenge (e.g., using rocks on the edge of a stream to prevent erosion may destroy habitat).
• Describe how to change a system to solve a problem or improve a solution to a problem. | Component 3.2 Science, Technology and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. |
3.2.1 Analyze how science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
• Explain how the contributions of diverse individuals have led to the development of science and technology. 3.2.2 Analyze scientific inquiry and scientific design and understand how science supports technological development and vice versa.
• Describe how scientific investigations and scientific research support technology (e.g., investigation into materials led to Gortex and Kevlar).
• Describe how technology supports scientific investigations and research (e.g., microscopes led to the discovery of unicellular organisms).
• Describe how a scientifically designed solution to a human problem can lead to new tools that generate further inquiry (e.g., microscopes, telescopes, and computers).
• Compare the processes of scientific inquiry and scientific design in terms of activities, results, and/or influence on individuals and/or society. 3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest.
• Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career.
• Research occupations/careers that require knowledge of science, mathematics, and technology. 3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems.
• Discriminate between renewable and nonrenewable resources in an ecosystem.
• Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems.
• Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use). Return to top of page
COMMUNICATIONS Communications EALR 1: The student uses listening and observation skills to gain understanding. | Component 1.1: Uses listening and observation strategies and skills to focus attention and interpret information. |
1.1.1 Applies a variety of listening strategies to accommodate the listening situation.
• Uses listening strategies for: enjoyment, active listening (GLE 1.1.2), empathetic listening, and critical listening (GLE 1.2.1) appropriate to the situation (e.g., teacher instruction, one-on-one discussion with teacher or peer, small group communication with peers, class discussion, listening to an oral presentation, listening to/viewing mediated communication, group work). 1.1.2 Applies a variety of listening and observation skills/ strategies to interpret information.
• Monitors and adjusts strategies to interpret information (e.g., attends and listens carefully, elaborates, paraphrases information, makes connections both within and beyond presentation, processes information and ideas by: drawing pictures, using graphic organizers, taking notes).
• Asks probing questions to extend information. (e.g., to clarify meaning, gain insight, consider other perspectives). | Component 1.2: Interprets, analyzes, synthesizes, or evaluates information from a variety of sources. |
1.2.1 Analyzes relationships within and between visual and auditory information.
• Distinguishes between literal and implicit meaning in a single statement or message, including, metaphors, sarcasm, irony (e.g., “Please give her a hand” would actually mean applaud to show appreciation. “That was a really smart thing to do,” said sarcastically could mean it was a poor decision).
• Explains relationships within and between visual and auditory information (e.g., Science - from an oral story about the Chum Salmon in Hood Canal, explains how the carcasses discarded in the canal contribute to the low oxygen level and “dead zones” now found in the canal; Theater/Music – Call and Response: technique in theater and music where one student becomes two interacting characters).
• Connects visual and auditory experiences to previous knowledge (e.g., journals, class discussions, interviews).
• Explains the meaning of specific nonverbal communication (e.g., body language, facial expressions, silence, cultural symbols, eye contact/movement, proxemics).
• Demonstrates empathy with the speaker by providing appropriate feedback (Empathic listening). 1.2.2 Analyzes bias and the use of persuasive techniques in mass media.
• Examines and explains technique(s) used to persuade and determines the intended effect on target audience (e.g., speaker credibility – ethos appeals, emotional appeal – pathos appeals, reasoning - logos appeals, fallacies, language tools)
• Compares and contrasts points of view represented in media (e.g., Health – Quick weight loss programs and products versus health clubs, nutritional supplements, and balanced diet.).
• Examines the purpose and intended effects of visual and auditory information (e.g., magazine images, cd covers, speeches, caps, song lyrics).
Communications EALR 2: The student uses communication strategies and skills to interact/work effectively with others.
| Component 2.1: Uses language to interact effectively and responsibly. |
2.1.1 Uses language that adapts to the needs of the situation and setting.
• Selects language that is respectful of others' feelings and rights (e.g., free from stereotyping, bias, slander or harassment).
• Adjusts language to enhance relationships and resolve conflict (e.g., “Makai, what I hear you saying is…” “Trung, I apologize; I misunderstood what you were saying.” “Let’s back up and start again.”).
• Chooses language to influence others (e.g., to persuade, correct, or disagree).
• Adjusts language register to the situation (e.g., classroom, school office, counselor, mock job interview). | Component 2.2: Uses interpersonal skills and strategies to work collaboratively, solve problems and perform a task. |
2.2.1 Uses communication skills that demonstrate respect.
• Expresses oneself while considering others (e.g., avoids interrupting the speaker, uses and understands turn taking cues, allows pause time before speaking, asks for feedback/input from others).
• Responds to indirect and direct indications that others need clarification (e.g., reads possible confusion on someone’s face and clarifies by asking a question, responds to someone’s request for examples and or elaboration).
• Provides feedback to the speaker in role play scenarios or classroom activities based on appropriate form of listening (e.g., enjoyment, active, critical, and/or empathetic listening).
• Refutes others in non-hurtful ways by disagreeing with ideas and not people according to established classroom norms (e.g., “Arturo, I see what you’re saying however…”). 2.2.2 Applies skills to contribute responsibly in a group setting.
• Contributes relevant ideas with support/evidence by clarifying, illustrating or expanding as needed (e.g., contributes topics related to ideas with support and talks in turn with consideration for others in the conversation).
• Uses decision making techniques to help the group progress. (e.g., brainstorming, problem solving, compromising, building consensus).
• Encourages and supports equal participation within the group. | Component 2.3: Use skills and strategies to constructively communicate interculturally. |
2.3.1 Understands cultural/ individual perspectives and assumptions and how they influence intercultural communication.
• Identifies differing cultural and individual perspectives and/or assumptions and how they may affect intercultural communication (e.g., “How might one’s perspective on fishing rights be influenced by culture?” “How might one’s perspective on immigration be influenced by culture?”)
• Identifies and explains factors that may cause misunderstanding among cultures (e.g., mismatched expectations: linear versus circular conversation, speaking time, eye contact, body language, expectation of sequence of turn taking, physical space).
• Identifies own cultural biases with structured teacher guidance. 2.3.2 Applies intercultural communication strategies.
• Uses knowledge of factors that may cause misunderstanding among cultures to communicate interculturally (e.g., mismatched expectations: linear versus circular conversation styles, speaking time, eye contact, body language, expectation of turn-taking sequence, oral cultural styles).
Communications EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. | Component 3.1: Uses knowledge of topic/theme, audience, and purpose in planning presentations. |
3.1.1 Applies skills to plan for effective oral communication and presentation.
• Determines the occasion and the audience, selects a purpose (e.g., skit, demonstration, speech, pantomime).
• Organizes and structures presentation to assist listener or viewer (e.g., multimedia, posing and answering a question).
• Identifies logical argument and unintended use of fallacies to determine necessary revisions presentation (e.g., concept/ definition, problem/solution, cause and effect, compare and contrast, definition, overgeneralization, bandwagon).
• Uses techniques to enhance the message (e.g., imagery, direct audience appeal, rhetorical questions, and anecdotes).
• Cites sources to substantiate information/argument and avoid plagiarism. | Component 3.2: Uses media and other resources to support presentations. |
3.2.1 Uses available relevant technology and resources to support or enhance a presentation.
• Uses resources to achieve a purpose and that can easily be seen and accessed by the audience (e.g., visual aids, equipment, props, artifacts, drawings).
• Uses technology to inform and/or enhance presentations (e.g., print, online resources, visual display, presentation technology, video streaming, digital and video cameras). | Component 3.3: Uses effective delivery. |
3.3.1 Applies skills and strategies for the delivery of effective oral communication and presentations.
• Practices and uses feedback to improve presentation and develop confidence.
• Speaks with expression using purposeful volume, articulation, and pace/rate.
• Uses posture, body language, and gestures to heighten and emphasize message.
• Matches verbal and nonverbal messages.
• Uses standard grammar, appropriate to grade level, to enhance message.
• Uses suitable language registers (e.g., formal vs. informal).
• Speaks in an extemporaneous style of delivery (e.g., uses notes and outlines rather than a script).
Communications EALR 4: The student analyzes and evaluates the effectiveness of communication. | Component 4.1: Assesses effectiveness of one’s own and others’ communication. |
4.1.1 Applies own or established criteria to analyze strengths and weaknesses of one’s own communication.
• Articulates the qualities that make communication (group work or presentation types) effective (e.g., uses classroom-created rubric).
• Seeks, considers, and uses feedback from a variety of sources (teachers, peers, community members) to improve communication.
• Critiques style and content of own communication using established criteria (e.g., rubrics specific to purpose or form of assign) in order to build on strengths and develop areas of weakness.
• Uses appropriate terminology to describe and justify language and techniques used (e.g., “I used bandwagon as a persuasive technique in my presentation to the school administrators requesting a change in school policy – to allow gum chewing in class.”)
• Determines impact of presentation on audience (e.g., use verbal and non-verbal audience response and feedback to determine impact). 4.1.2 Analyzes and evaluates strengths and weaknesses of others’ formal and informal communication using own or established criteria.
• Examines accuracy of content and terminology for specific content areas in others’ communication (e.g., demonstration of scientific procedure during a class lab using appropriate terminology).
• Critiques others’ communication and/or delivery independently and in groups according to detailed scoring criteria.
• Offers feedback to peers in support of improving both formal and informal communication | Component 4.2: Sets goals for improvement. |
4.2.1 Applies strategies for setting grade level appropriate goals and evaluates improvement in communication.
• Sets goals for all forms of oral communication using feedback and creates a plan to meet the goals (e.g., group work, formal presentations, conversation).
• Monitors progress toward implementing the plan (e.g., through the use of audio portfolio, rubrics, reflection journals) making adjustments and corrections as needed. Return to top of page
SOCIAL STUDIES GRADES 6-8 SOCIAL STUDIES FRAMEWORKS OUTLINE
GRADE 7
Grade 7: World History and Geography
Islamic Civilization (600-1600)
Europe (600-1600)
African Kingdoms, Meso America, Japan
Grade 7: Washington State History and Geography
Emergence of Washington State
The Great Depression and World War II
Post-World War II: Domestic, Political, Social, and Economic Issues
Contemporary Washington State History Social Studies EALR H1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history. | Component H1.1: Understand and analyze historical time and chronology. |
Benchmarks
• Using evidence for support; identify, analyze, and explain possible causal factors contributing to given historical events. | Component H1.2: Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history. |
Benchmarks
• WH: Compare and contrast the following elements of culture:
o Islamic Civilization
o Medieval Europe/Renaissance 600-1600
o African Kingdoms, Meso-America, Japan
• WA: Identify and analyze the contributions of the following eras in the development of Washington State: The Great Depression and World War II (1930 - 1945), | Component H1.3: Examine the influence of culture on the United States, world, and Washington State history. |
Benchmarks
• Examine the development of different cultures in Washington, U.S. and world history
Social Studies EALR H2: The student understands the origin and impact of ideas and technological developments on history. | Component H2.1: Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict. |
Benchmarks
• Explain the origin and historical context of major ideas and their impact on societies. | Component H2.2: Understand how ideas and technological developments influence people, culture, and environment. |
Benchmarks
• Interpret how changing technologies have shaped ideas and attitudes, and analyze the impact of ideas and technological developments on society and culture.
Geography
Social Studies EALR G1: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth’s surface. | Component G1.1: Use and construct maps, charts, and other resources to gather and interpret geographic information. |
Not emphasized at grade level seven. | Component G1.2: Recognize spatial patterns on Earth’s surface and understand the processes that create these patterns. |
Benchmarks
• Locate physical and human features and events on maps and globes. (e.g., location of cultural regions, large urban areas, now and in the past, and major land forms and climate regions (Location, Place, Region)
• Analyze how human spatial patterns emerge from natural processes and human activities. (e.g. tectonic forces, climate, fires, farming, air pollution, transportation, population and urban development (Place, Human/environment Interaction, Movement)
Social Studies EALR G2: The student understands the complex physical and human characteristics of places and regions.
| Component G2.1: Describe the natural characteristics of places and regions and explain the causes of their characteristics. |
Benchmarks
• Use observation, maps, and other tools to identify, compare and contrast the physical characteristics of places and regions (e.g. wildlife, vegetation, climate, natural hazards and waterways) Location, Region | Component G2.2: Describe the patterns humans make on places and regions. |
Not emphasized at grade level seven. | Component G2.3: Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions. |
Not emphasized at grade level seven.
Social Studies EALR G3: The student observes and analyzes the interaction between people, the environment, and culture.
| Component G3.1: Identify and examine people’s interaction with and impact on the environment. |
Benchmarks
• Analyze the different ways people use the environment, identify the consequences of use, and consider possible alternatives (Human/Environment Interaction, Region)
• Explain how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues (Human/Environment Interaction, Region). | Component G3.2: Analyze how the environment and environmental changes affect people. |
Benchmarks
• Explain how the physical environment impacts how and where people live and work. (Human/ Environment Interaction, Region, Place, Movement).
• Examine how technology can affect people’s interaction with the environment (Human/ Environment Interaction, Region, Movement). | Component G3.3: Examine cultural characteristics, transmission, diffusion and interaction. |
Benchmarks
• Identify the many groups and subcultures that exist within large societies and the ways they interact (Location, Place).
• Explain how some forms of cultural communication contribute to societal cohesion and/or division (Five Themes).
• Identify how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, and goods and services (Five Themes).
Civics
Social Studies EALR C1: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution. | Component C1.1: Understand and interpret t |
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