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Washington Standards

Washington 7th Grade ELA Standards

All 25 Washington English language arts standards for 7th grade, each explained in plain English. The official wording is one click away under each one.

25 standards

Reading

4 standards
Students read, comprehend, interpret, analyze, evaluate, and appreciate multimodal texts from a broad range of genres, cultures, and mediums in the context of grade-level content to understand themselves, others, and the world. Genres include fiction, poetry, nonfiction, and a variety of genres beyond these categories. Standards 4 and 5 are prioritized.
ELA.7.R.1
Find needed sections with text features, describe what visuals add to the words, and use the usual features of genres like news articles, manuals or comics.
Official wording
Students know and use text/visual features.aUse text/visual features to identify sections of a longer text that are likely to contain needed information.bDescribe how text/visual features represent and/or add meaning to the written text.cRecognize and use the text/visual features of a range of genres.
ELA.7.R.4
Read actively by previewing, visualizing and testing inferences, and analyze how an author's design choices, literary techniques, language and structure guide readers.
Official wording
Students comprehend and interpret texts using a variety of strategies.aPreview the text while reflecting on their purposes for reading.bVisualize, imagine, and/or otherwise engage the senses to make meaning of the text.cMake inferences and predictions, checking them against textual evidence.dMaintain motivation and reconnect to the flow of reading using a variety of strategies.eExplain how choices about text/visual features advance the author's purpose and fit within the genre, medium, or platform.fDescribe literary techniques and their effects.gDescribe what they understand from the topic or story, including how information, ideas, or elements of a story interact and/or change.hExplain how the author's use of language shapes meaning and affects reader understanding.iAnalyze how authors use text structure to guide readers' understanding and shape meaning.
ELA.7.R.5
Analyze texts with quoted evidence, explaining the writer's goals and viewpoint, how choices sway readers, the theme or key idea, and how other formats treat it.
Official wording
Students analyze texts, introducing and attributing textual evidence when relevant.aExplain how authors' choices influence readers' choices and/or actions.bExplain the communicative situation in which an author writes a text, including their purposes, their perspectives, and the genre and platform they choose.cExplain the main idea, theme, or key information in a text, how it deepens, expands, or changes their previous understanding, and how it connects to their own experiences.dCompare and contrast similar content presented in different genres, mediums, and platforms.
ELA.7.R.6
Describe how well a passage helps readers picture events, feel for others or act on ideas, using clear criteria that fit the text.
Official wording
Students evaluate texts.aDescribe how effectively an element of a text invites the reader to visualize and/or empathize, using relevant criteria.bDescribe how effectively an element of a text engages the reader or inspires ideas or actions using relevant criteria.

Writing

6 standards
Students compose multimodal texts in a variety of genres for a range of communicative situations in the context of grade-level content, in which the development, organization, and language use are appropriate to genre, task, purpose, and audience. Standards 1, 3, and 5 are prioritized.
ELA.7.W.1
Write across subjects and forms to describe, record and explain observations, analyze texts, argue a claim, persuade and narrate events, adding media when useful.
Official wording
Students compose multimodal texts within a variety of genres across content areas for a variety of purposes.aCompose in order to describe situations, experience, ideas, and imaginings.bCompose in order to record observations and/or explain their observations and analysis of texts, ideas, and the world.cCompose in order to make a claim about an issue.dCompose in order to persuade others.eCompose in order to tell narratives of stories and events.
ELA.7.W.2
Run longer writing projects by unpacking the prompt, shaping choices for what readers already think, keeping a plan and timeline, and adjusting after feedback.
Official wording
Students manage and complete writing projects, connecting to interests, experiences, needs, or perspectives.aAnalyze the prompt to determine the purpose of the project and how to meet it.bDetermine who the audience is and make writing choices that consider what they may already know, think, and/or feel about the topic.cCreate a plan and manage a timeline for sustained writing projects.dAdjust to feedback and shifts in focus and timeline when needed.
ELA.7.W.3
Draft toward a purpose, adapting genre features, adding vivid detail, backing claims with evidence and sound reasoning, and citing sources fairly.
Official wording
Students draft content within the genre and purpose, using technology appropriately.aGenerate ideas for topics, genres, and material.bSelect and organize ideas and material, including findings from research and/or multimedia artifacts, identifying when and how it's fair to use the creative work of others.cFollow, adapt, or combine genre-specific text elements to achieve specific purposes and effects.dDevelop descriptions with concrete and/or abstract details to help the audience imagine and empathize with the content and to activate the senses.eDevelop analysis of experience, events, information, ideas, and/or texts.fSupport analysis by selecting relevant evidence from texts, paraphrasing, summarizing, and/or selecting quotations.gSupport claims with relevant and credible evidence connected by sound and valid reasoning.hUse persuasive techniques, including arguments, evaluations, and appeals to emotion and reason.iUse a variety of narrative techniques and devices consistent with the genre.jAttribute sources in ways consistent with the genre, using technology appropriately.
ELA.7.W.4
Organize writing to fit its genre, opening by orienting readers to the topic and purpose and closing with an ending that suits the form.
Official wording
Students organize content by using and/or adapting the genre's structure based on purpose.aCraft engaging introductions by using strategies that orient the reader to the topic, purpose, or situation.bOrganize content using genre-specific strategies.cCompose conclusions that provide a sense of closure by reflecting the purpose and structure of the genre.
ELA.7.W.5
Reread a draft to check whether it does what it set out to do, weigh feedback, revise, and edit using the grammar and conventions learned through 7th grade.
Official wording
Students evaluate, revise, and edit their compositions using a variety of strategies, including appropriate use of technology.aRe-read draft to evaluate clarity, and effectiveness in achieving intended purpose and to determine next steps.bGather, evaluate and consider using feedback about their compositions.cUse what they learned from re-reading and feedback to strengthen their compositions.dEdit for conventions and consistency of text/visual features, including attributions. [Demonstrate command of Language standards in grades 1–7.]
ELA.7.W.6
Decide where to publish work, in person or online, weighing who could see it and the fact that digital posts can last for years.
Official wording
Students share and publish compositions in person and/or on digital or non-digital platforms.aDetermine where to publish after considering potential impacts on intended and unintended audiences and the permanence of digital platforms.

Speaking, Listening, and Digital Forums

5 standards
Students engage in and learn from collaborative discussions, presentations, and public speaking for a range of communicative situations in the context of grade-level content. Standards 1 and 3 are prioritized.
ELA.7.SLDF.1
Join reasoned discussions in person or online, backing points with cited evidence, asking clarifying questions, answering challenges and summing up conclusions.
Official wording
Students listen thoughtfully, respond respectfully, and contribute to well-reasoned exchanges during face-to-face discussions and/or in digital forums.aMaintain expectations for engaging in civil discourse, including other participants, and considering diverse perspectives, especially in digital forums.bExpress ideas clearly by presenting and interpreting textual evidence, research, experience, and/or prior knowledge, attributing evidence and ideas.cDevelop common understanding by connecting to others' contributions.dAsk questions that clarify or verify a speaker’s point or perspective and/or share their interpretation of others' contributions.eClarify or expand on their points or perspectives and/or respond to feedback about how others are interpreting them, especially in digital forums.fIdentify evidence or experience that contradicts conclusions.gRespond to questions that challenge their evidence and reasoning.hExplain changes in their opinion and understanding.iSummarize conclusions, questions, and points of agreement or disagreement from the discussion.
ELA.7.SLDF.2
Collaborate well by setting group expectations, playing to strengths, taking on hard parts and handling conflict while building a sense of community.
Official wording
Students collaborate effectively on projects and tasks.aDetermine expectations, reviewing and adapting them when needed.bContribute productively by leveraging strengths and taking on challenges.cCommunicate to build community by addressing concerns, considering others' strengths and perspectives, and/or navigating conflict.
ELA.7.SLDF.3
Give a talk or creative presentation that listeners can follow, picking images or media strategically to clarify points and naming the sources used.
Official wording
Students present reports, speeches, and creative work in a variety of genres such that listeners can empathize and/or follow the line of reasoning.aIdentify focused topics from the situation, experience, imagination, reading, research, media, conversations, and/or products from ELA.7.W.1.bDevelop content by considering what they want to communicate within the situation and the audience’s background knowledge and/or position.cMake strategic use of supporting images and/or multimedia artifacts in presentations to clarify content and support the audience’s engagement.dAttribute sources used.
ELA.7.SLDF.4
Speak and write in a distinct personal voice, describe how online posts can affect future chances, and identify the pros and cons of being anonymous online.
Official wording
Students determine how to present themselves and their ideas in different contexts.aExpress a distinct voice through intentional word choice by drawing on their assets, experience, attitudes, and perspectives.bDescribe how presentations of selves and ideas in digital forums can impact future goals and opportunities.cIdentify the benefits, drawbacks, and effects of anonymity and of different degrees of authenticity in digital forums.
ELA.7.SLDF.5
Use tone of voice, gestures and pacing in a presentation to make ideas clear, hold attention and walk listeners through their thinking.
Official wording
Students use voice, intonation, gesture, and pacing to illuminate the content and engage the audience and lead them through the speaker’s thinking.

Language

5 standards
Students demonstrate command of the English language to speak and write clearly, and to comprehend more fully when reading, listening, or viewing. Standards 1 and 3 are prioritized. This is the first time standard 1 is prioritized.
ELA.7.L.1
Compare how English sounds in different communities, places and genres, like a sports broadcast versus a formal speech.
Official wording
Students identify and discuss when and why language is used differently according to the context.aCompare and contrast the uses of English across communities and context.bCompare and contrast the uses of English in various genres.
ELA.7.L.2
Vary sentence patterns for clarity and style, using parallel structure, punctuated phrases and clauses for variety and complexity, and verb tenses and helping verbs.
Official wording
Students vary sentence patterns for meaning, clarity, and style in conversations and writing about experiences, events, and ideas.aDevelop well-formed sentences (syntax) to communicate relationships among ideas, including use of parallel structure.bUse phrases, clauses, and transitions with punctuation to add precision, variety, and complexity to sentence structures.cUse verb tenses and modal auxiliaries to communicate time, sequence, states, and conditions.
ELA.7.L.3
Figure out new and multiple-meaning words using context, word parts and references, and choose precise academic and subject words to express shades of meaning.
Official wording
Students determine the meaning of and use new and multiple-meaning words and phrases acquired through conversations, reading, and viewing.aDetermine the meaning of words and phrases by using context, roots, affixes, and reference materials strategically.bUse discipline-specific and academic vocabulary accurately across contexts.cDistinguish among related words and phrases to communicate precise and nuanced meaning.
ELA.7.L.4
Interpret and use figures of speech like allusions, use synonyms, antonyms and analogies to express shades of meaning, and tell apart words by connotation.
Official wording
Students demonstrate understanding of figurative language, word relationships, and nuances in word meaning in the context of conversations, reading, and writing about experiences, events, and ideas.aRecognize, interpret, and use figures of speech, including allusions.bUse the relationships among words, including synonyms, antonyms, and analogies, to understand and express nuances in meaning.cDistinguish among words with similar denotations but different connotations.
ELA.7.L.5
Write sentences built to show how ideas relate, spell using patterns and references, link related clauses with semicolons and introduce lists with colons.
Official wording
Students develop fluent and accurate writing skills.aWrite complete sentences that use sentence structure intentionally to clarify relationships among ideas.bUse conventional spelling patterns and generalizations, consulting reference materials and/or tools as needed to check and correct spelling.cUse semicolons to link closely related independent clauses.dUse colons to introduce a list or explanation.

Research and Media Literacy

5 standards
Students ask a variety of questions, seek answers by appropriately using relevant tools and techniques, adjust their inquiry methods as needed, and use their learning. Students think critically about reactions to media messages, purposes and accuracy of media messages, and credibility of those responsible for media messages. Standards 1 and 5 are prioritized.
ELA.7.RML.1
Investigate a question by refining it, choosing libraries, experts and websites, understanding how search tools rank results, and organizing and sharing findings.
Official wording
Students engage in research and inquiry by asking questions and seeking answers from information sources.aAsk different types of questions, refining and asking new questions as understanding of the topic evolves.bGenerate ideas for how to initiate their search based on prior knowledge.cSelect and access a variety of relevant information sources, considering library collections and knowledgeable people, among other options.dSelect and use digital search tools effectively based on an understanding of the technologies that deliver results.eGather and organize relevant information using a variety of strategies.fSynthesize new learning to use and/or share.
ELA.7.RML.2
Describe how viewpoints and emotions shape reactions to media, and identify how being open or closed to new ideas changes those reactions.
Official wording
Students describe how people’s reactions to media messages are affected.aDescribe how perspectives affect reactions to media messages.bDescribe how emotional responses to media messages affect reactions.cIdentify how different levels of openness to considering new ideas affect reactions to media messages.
ELA.7.RML.3
Explain the goal of a media message, like a sneaker ad meant to sell, and describe the appeals and mixed media used to achieve it.
Official wording
Students explain the purposes of media messages and the techniques used to create them.aDetermine whether the main purpose of a media message is to inform, persuade, sell, or entertain.bDescribe the techniques, including appeals and integration of multimedia, used to achieve the media message’s purpose.
ELA.7.RML.4
Evaluate media and AI-made content for accuracy and logic by deciding how to check a statement, comparing sources, asking why media is altered and weighing evidence.
Official wording
Students evaluate components of media messages, as well as content generated by technology, when looking for information that’s accurate and/or logical.aDetermine whether statements can be verified as true or false or need to be evaluated another way.bCheck the accuracy of information that is either true or false by comparing what multiple reliable sources say about it.cIdentify reasons why technology is sometimes used to manipulate images, video, and/or audio.dDetermine whether reasons and evidence presented to support a claim do so effectively.
ELA.7.RML.5
Weigh how believable a media source or AI tool is by looking at who stands behind it, what they know, how accurate and logical they have been and their stance.
Official wording
Students evaluate the credibility of those responsible for media messages, as well as content-generating technology.aIdentify those responsible for the content of media messages.bDetermine whether those responsible for media messages have expertise about the topic.cDescribe the reputations for accuracy and logic of those responsible for media messages.dDetermine whether those responsible for media messages exhibit a perspective relevant to the topic.

The official Washington documents

Washington State Learning Standards for English Language Arts by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution License (CC BY 4.0).

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.