Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Common Core State Standards, Grade 7, Language · Read it at the source · Checked October 14, 2026
What L.7.1 Means in Plain English
Seventh graders explain what a phrase or clause is doing in a sentence (naming a time, describing a noun, giving a reason), pick simple, compound, complex or compound-complex sentences to show how ideas connect, and fix modifiers that land in the wrong place or describe nobody at all.
Sixth graders (L.6.1) worked on pronouns: case, intensive pronouns, shifts and vague references. Seventh grade moves up from single words to word groups and how they attach. Eighth grade (L.8.1) turns to verbals (gerunds, participles and infinitives), active and passive voice and verb mood.
L.7.1 I Can Statements
I can explain what a phrase or clause does in a sentence.
I can choose a sentence type that shows how ideas connect.
I can find and fix misplaced and dangling modifiers.
L.7.1 Worked Example
One sentence with two word groups in the wrong place, and the fix is to park each one beside the word it describes.
Prompt
Fix the modifier problems in this sentence, then name the type of sentence you end up with.
Not YetWalking into the cafeteria, the smell of burnt pizza hit us, and we almost turned around, which Ms. Okafor served only on Fridays.The opening phrase dangles: the subject after the comma is the smell, so the sentence says the smell was walking into the cafeteria. And the which clause sits after turned around, so it seems to say Ms. Okafor served the turning around.
Meets the StandardWalking into the cafeteria, we smelled the burnt pizza that Ms. Okafor served only on Fridays, and we almost turned around.Now we comes right after the phrase, so the people are doing the walking. The that clause sits next to pizza, the noun it describes, and the result is compound-complex: two independent clauses joined by and, plus one dependent clause.
Moves to Use
Ask who is doing the action in an opening phrase, and put that noun right after the comma.Park each describing phrase or clause next to the word it describes.Name each word group’s job: walking into the cafeteria tells when, that Ms. Okafor served tells which pizza.Join equal ideas with and or but, and make one idea depend on another with because, when or although.Count the clauses to name the type: two independent plus a dependent is compound-complex.
Common Mistakes with L.7.1
The dangling opener
“After finishing the test, the bell rang.”
Try this: Have students circle the opening phrase, ask “Who did this?”, and check that the answer is the subject right after the comma.
A modifier parked too far away
“I read about the dog that saved a family in the newspaper.”
Try this: Move the describing phrase next to its noun, then read both versions aloud and ask which one says something ridiculous.
Every sentence the same shape
Six simple sentences in a row, or every idea strung together with and
Try this: Give students the same three short sentences to combine in different ways, then discuss which version shows how the ideas actually relate.
Sentence Scramble GeneratorFree ToolScramble sentences built around an opening phrase or a which clause, so students must rebuild each one with every modifier beside the word it describes.Opening phrasesRelative clausesGrade 7
In the weak sentence, what is “walking into the cafeteria,” and why does it dangle?
A participial phrase. The subject after it is “the smell,” so the sentence says the smell was doing the walking.
What type of sentence is the strong version, and how can you tell?
Compound-complex: two independent clauses (we smelled the burnt pizza, we almost turned around) and one dependent clause (that Ms. Okafor served only on Fridays).
Fix the modifier: “Covered in mud, Mom made the dog stay outside.”
“Mom made the dog, covered in mud, stay outside,” or “Mom made the muddy dog stay outside.” The description has to sit next to dog.