What does a student learn in StateKansas,GradeGrade 7,SubjectEnglish Language Arts?

Students back up their reading with proof from the story or poem. They quote or paraphrase the text to show what the author states outright and what readers have to figure out on their own.

Students find the central message of a story and trace how it builds from beginning to end. They also summarize the story in their own words, sticking to what actually happens without adding opinions.

Characters, setting, and plot push and pull on each other. Students look at how where a story takes place changes what characters do, or how a character's choices drive the events forward.

Students figure out what words mean in context, including when language is figurative or loaded with feeling. They also look at how rhyme and repeated sounds shape the mood or meaning of a poem, story, or play.

Students look at how a poem or play is built, such as its acts, scenes, stanzas, or line breaks, and explain how that shape affects what the piece means or feels like.

Students look at how an author shapes the way a narrator or character sees the world, then compare that perspective to how other characters in the same story see things differently.

Students compare a story, play, or poem to a movie, recording, or stage version of the same work, then explain how each version creates different effects through choices like lighting, camera angles, or sound.

This standard does not apply to literature. In English classes, analyzing sources and evidence is a skill tied to nonfiction reading, not stories or novels.

Students read a novel and a history book covering the same era, then explain what the author changed or kept. The goal is understanding why a writer might bend the facts to shape a story.

Reading a story closely means noticing how word choice, sentence structure, and punctuation shape meaning. Students use what they know about language to understand what a text is really saying.

Students figure out what unfamiliar or confusing words mean by using context clues, word roots, or other hints in the text they are already reading.

Students figure out what an unfamiliar word means by reading the sentences around it. No dictionary needed, they use the context of the passage to make a reasonable guess.

Students use familiar Greek and Latin word parts, like "bio" or "rupt," to figure out the meaning of an unfamiliar word while reading.

Students look up unfamiliar words in a dictionary or other reference, in print or online, to confirm how a word is pronounced, what it means, or how it functions in a sentence.

Students look up or confirm the meaning they guessed from context, checking a dictionary or other source to see if they got it right.

Students read sentences and explain what figurative language like metaphors and similes actually mean, then think about how word choice shifts the feeling or meaning of a passage.

Students read a poem, story, or speech and figure out what a comparison or expression really means in that moment. They look at the surrounding sentences to unlock the meaning, not just memorize a definition.

Students study pairs of words that are related, like synonyms, antonyms, or words that share a root, and use each connection to sharpen their understanding of what both words mean.

Words can share a basic meaning but feel very different. Students learn to notice those shades, like how "cheap" and "thrifty" both mean low-cost but send opposite signals about a person.

Students read full stories, plays, and poems that are genuinely challenging for seventh grade. The goal is building the stamina and skill to handle complex writing, not just get through it.

Students find and quote specific lines from a nonfiction text to back up what it says directly and what it implies. They use more than one piece of evidence to support each point they make.

Students find the main points an article or nonfiction passage is making, then trace how the author builds each one from start to finish. They also write a short summary that sticks to what the text says, without adding their own opinion.

Students trace how people, events, and ideas in a nonfiction text push and pull on each other. For example, they explain how one person's decision changed an event, or how a new idea shifted what a group believed or did.

Students figure out what words mean in context, including when a word carries emotional weight or subject-specific meaning. Then they look at why the author chose that word and what it does to the feeling or message of the passage.

Students break down how a nonfiction piece is organized, looking at why the author arranged the sections in that order and how each section builds toward the article's main point.

Students figure out where an author stands on a topic and how the author uses word choice or emphasis to separate their own view from the views of others they mention or quote.

Students read a text, then watch or listen to a version of the same content, and compare how the two formats tell the story differently. A written speech and a recorded one, for example, can land in very different ways.

Students read a nonfiction passage and decide whether the author's argument holds up. They check if the reasons make sense and if the facts given are actually enough to back up what the author is claiming.

Students read two articles on the same topic and compare how each author chose different facts or spun the same facts differently to support their own point of view.

Students use what they know about grammar, sentence structure, and word choice to figure out what a passage means. Noticing how a sentence is built or why a writer chose a particular word helps unlock harder texts.

When students hit an unfamiliar word in a nonfiction article or textbook, they figure out what it means using context clues, word roots, or a dictionary. This standard covers words that have more than one meaning, too.

Students figure out what an unfamiliar word means by reading the sentences around it, rather than stopping to look it up. This is one of the most practical reading habits students can build.

Students use familiar Greek and Latin word parts, like "bio," "rupt," or "pre," to figure out what an unfamiliar word means. This works across science, history, and almost every subject they read.

Students look up unfamiliar words in a dictionary or other reference, whether in print or online, to confirm spelling, pronunciation, or how the word functions in a sentence.

Students look up or cross-check a word they guessed from context to confirm whether their guess was right. They use a dictionary, glossary, or other source to lock in the actual meaning.

Students identify figurative language and word relationships in nonfiction texts, explaining how a writer's word choices shape meaning. This includes spotting metaphors, connotations, and how related words connect to each other.

Students identify figurative language (like metaphors or irony) in nonfiction articles, essays, or speeches and explain what the author means by using it there.

Students use context clues from nearby words to figure out the meaning of unfamiliar words. Seeing how two words relate to each other, such as a cause and its effect or a word and its opposite, sharpens the meaning of both.

Words can share a basic meaning but carry different feelings. Students practice telling apart words like "cheap" and "frugal" to understand how a writer's word choice shapes the reader's reaction.

Students read nonfiction articles, essays, and other real-world texts that match the reading level expected by the end of seventh grade.

Students write a paragraph or essay that takes a clear position on a topic and backs it up with real evidence from a source. The goal is to give readers a reason to agree, not just a summary of what happened.

Students write an opening that states their argument clearly, notes what someone on the other side might say, and lines up the supporting reasons in a logical order.

Students back up their main argument with reasons and facts drawn from reliable sources. The evidence has to connect clearly to the point they're making, not just fill space.

Students practice linking ideas together with connecting words like "because," "therefore," and "for example" so each reason and piece of evidence ties clearly back to the main argument.

Writing a persuasive piece means keeping a consistent, formal tone throughout. Students avoid slang and casual phrasing, writing the way they would for a teacher or a school board, not a text message to a friend.

Students write a final paragraph that ties back to their argument and leaves the reader with a clear sense of why it matters. The ending grows from what the essay already proved.

Students write to explain a topic clearly, choosing facts and details that matter, then organizing them so a reader can follow the thinking from start to finish.

Students open an informational piece by naming the topic and signaling what's ahead, then organize the body using tools like comparison or cause and effect. Headings, charts, or other visuals come in wherever they help a reader follow the ideas.

Students back up their main topic with facts, definitions, and direct quotes pulled from real sources. The details should connect clearly to the topic, not just fill space.

Students practice choosing transition words and phrases (like "as a result" or "in contrast") that show how one idea connects to the next. The goal is a paragraph where the logic flows clearly from sentence to sentence.

Students choose exact words and subject-specific terms to explain a topic clearly. A paper about climate change uses words like "atmosphere" and "carbon dioxide" instead of vague phrases like "bad stuff in the air."

Writing assignments at this level call for a formal tone, not a casual one. Students avoid slang, contractions, and first-person opinions to keep the writing sounding objective and consistent from the first sentence to the last.

The final paragraph ties back to the main idea and gives the piece a clear ending. Students don't just stop writing; they close with a sentence or two that shows why the explanation matters.

Students write a story, real or made-up, with a clear sequence of events and specific details that bring the characters and setting to life.

Students open a story by setting the scene and making clear whose eyes readers are seeing through. The events that follow happen in an order that feels natural, not jumbled.

Students practice the craft moves that make stories feel real: what characters say out loud, how fast or slow a scene unfolds, and the details that put a reader inside the moment.

Students practice moving readers smoothly through a story by choosing transition words and phrases that show when time jumps forward, skips back, or the scene shifts to a new place.

Students choose exact words and sensory details to put the reader inside the action. A strong smell, a sharp sound, or a precise verb does more work than a vague one.

The ending of a narrative should feel earned. Students write a conclusion that circles back to what happened in the story and says something real about it, not just a line that announces the story is over.

Writing fits the assignment. Students match how they organize and phrase their work to what the task asks for and who will read it.

Students revise and edit their own writing with feedback from a teacher or classmate, asking whether the piece actually says what they meant to say and whether it fits the reader it was written for.

Students use computers and the internet to write, publish, and share their work. They link to sources they used and collaborate with classmates online.

Students pick a question, find answers in several sources, and write up what they learned. Along the way they notice new questions worth looking into.

Students find useful information from books and websites, judge whether each source can be trusted, and then quote or paraphrase what they find with a citation so readers know where it came from.

Students find quotes and details from books or articles, then use them to back up a point in their own writing. The evidence has to connect clearly to the argument or idea they're developing.

Students apply standard grammar rules in their writing: matching subjects with verbs, using correct pronouns, and keeping tenses consistent. The goal is writing that a reader can follow without tripping over the mechanics.

Students pick words that say exactly what they mean, then cut the extra ones. That means spotting phrases that repeat the same idea twice or stretch a sentence longer than it needs to be.

Students learn to spot phrases and clauses inside a sentence and explain what job each one is doing. A phrase adds detail; a clause can carry the main idea or add a condition.

Students practice mixing short sentences with longer, joined ones to show how ideas connect, contrast, or build on each other. The choice of sentence shape changes what a reader understands about how two ideas relate.

Students learn to place describing phrases where they belong in a sentence. A phrase like "running down the street" needs to sit next to the word it describes, or the sentence says something unintended.

Students apply standard capitalization, punctuation, and spelling rules in their writing. That means knowing when to use a capital letter, where a comma goes, and how to spell the words they choose.

Students learn to separate two adjectives that equally describe the same noun with a comma, like "a dark, stormy night." If the adjectives could be swapped or joined with "and" without sounding odd, a comma goes between them.

Students spell words correctly in their writing, including tricky words with silent letters, irregular patterns, and homophones like "there" and "their."

Students write often, in short bursts and over longer projects, adjusting their purpose and approach depending on the assignment and the subject.

Students talk through grade-level topics and texts with classmates and teachers, listening well enough to build on what others say and explaining their own thinking clearly.

Students read or research the material before a group discussion, then point to specific evidence from that reading when sharing or questioning ideas in the conversation.

Students learn to run a productive group discussion: staying on task, keeping track of what the group needs to finish, and knowing who is responsible for what.

Students ask follow-up questions that push classmates to say more, then respond to others with ideas that keep the conversation on track.

Students listen to what others say and update their own opinion when someone makes a good point. The goal is honest discussion, not just defending the first thing they said.

Students watch, listen to, or read something like a video, chart, or speech, then explain how it adds to what they already know about a topic.

Students listen to a speaker's argument and decide whether the reasoning holds up and whether the evidence actually supports the point being made.

Students practice delivering a short speech or presentation to the class, making their main point clear and backing it up with specific facts and details. They also work on looking up from their notes, speaking loudly enough to be heard, and pronouncing words clearly.

Students add images, charts, or short video clips to a presentation to make their main points clearer and easier to follow. The visuals do real work, not just decoration.

Students adjust how they speak depending on the situation. In a class presentation or discussion with adults, they use complete sentences and formal language instead of casual slang.

Speaking clearly means using correct grammar out loud, not just in writing. Students practice the same sentence structure and word usage in class discussions and presentations that they use on the page.

Students practice cutting out extra words so each sentence says exactly what it needs to say. They learn to spot repeated ideas and vague phrasing, then swap them for cleaner, more direct language.

Students choose between short sentences and longer ones that connect ideas with words like "because," "although," or "so." The sentence structure itself shows how two thoughts are related.

Students learn to position describing phrases where they belong in a sentence. A misplaced modifier accidentally describes the wrong word, and a dangling modifier describes nothing at all. Students spot and fix both problems.

Students build vocabulary as they read, write, and discuss. When an unfamiliar word matters for understanding a topic or making a point, students figure out what it means and start using it accurately in conversation and writing.