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

Students read books and articles on their own, including stories and nonfiction from writers with backgrounds different from theirs. The goal is reading independently across a wide range of topics and viewpoints.

Students read on their own and track whether they actually understand what they are reading. When something stops making sense, they use strategies like predicting what comes next or connecting the text to what they already know.

Students pick up a grade-level book or article tied to a class assignment and read it closely enough to answer questions, discuss it, or write about it without help.

Students find and read texts that show different viewpoints, including voices unlike their own, then identify whose perspective shapes each text and seek out other perspectives on the same topic.

Students read stories, histories, and other writings by and about Dakota and Anishinaabe people, choosing some texts themselves and working through others with their teacher.

Students pick books and articles that match their own purpose, whether reading for fun or for class, and those texts include voices and stories from Dakota and Anishinaabe people across history and today.

Reading closely to figure out the central message or main idea of a story, article, or other text. Students go beyond surface-level understanding to analyze how themes develop and what the author is really saying.

Students back up their reading conclusions with multiple quotes or details pulled directly from the text. They also write a brief, neutral summary of what the text actually says.

Students look at how characters, settings, and events shape each other in a story. For example, how a harsh setting changes a character's choices, or how one event sets off the next.

Students read an informational text and explain how a person, event, or idea shapes or is shaped by something else in the same text. Think of it as tracing the ripple effects between the pieces of a real-world story.

Students study how a piece of writing is built, whether it uses chronological order, cause and effect, or another pattern, and use that structure to make sense of what they read. This applies to both stories and nonfiction.

Students examine the order of events in a story, play, or poem and explain how that sequence shapes what the text means. A flashback, a slow build, or a surprise ending can change everything.

Students figure out how a nonfiction text is built: whether the author is comparing two things, explaining causes and effects, or walking through a problem and its solution. Then they look at how each section does its part to build the central idea.

Students read charts, photos, and other visuals alongside the written text, then judge whether the information shown is accurate, relevant, and worth trusting.

Students look at who wrote a text, when it was written, and what the author believed, then explain how those factors shape what the writing says and how it sounds. This includes recognizing Native perspectives such as Dakota and Anishinaabe voices.

Students look at how an author uses their own background, community, or lived experience to build trust with readers on a topic. A Dakota or Anishinaabe author writing about their people's history, for example, brings firsthand standing that shapes why readers should listen.

Students read a story or poem about a historical event alongside a factual account of that same time, then compare what the author changed or kept to see how fiction and history inform each other.

Two authors can write about the same event and tell very different stories depending on which facts they highlight or how they interpret what happened. Students read two accounts side by side and figure out why each author chose to emphasize what they did.

Students read a nonfiction article or speech and judge whether the author's argument holds up. They look at the reasons given and decide if the evidence actually supports the claim.

Students read a nonfiction passage and identify the main argument the author is making. Then they check whether the reasons and facts given actually hold up that argument.

Students look closely at specific words and phrases an author chose, then explain how those choices shape the tone, meaning, or feel of the text.

Reading between the lines of word choice matters here. Students figure out what words and phrases mean in a story or poem, including what a word suggests or implies beyond its dictionary definition.

Students read academic or technical writing and explain how specific word choices shape the meaning and tone of a passage, noticing how a single word can shift the mood or signal the author's attitude.

Students read news articles, websites, and other sources to find useful information, then judge whether each source is trustworthy and relevant to the topic at hand.

Students find and compare information from multiple sources on the same topic, weighing which sources are credible and which perspectives might be missing.

Students look at where information comes from and decide whether a source is trustworthy, relevant to the topic, and complete enough to support their work.

Students apply what they know about spelling, grammar, and punctuation to put their ideas into clear written sentences.

Students check their own writing for correct punctuation, spelling, capitalization, and grammar, then fix any mistakes before turning it in.

Students spell challenging academic words correctly when they show up in essays and other writing, not just on a spelling test.

Students use nouns, verbs, adjectives, adverbs, and pronouns correctly in sentences, making sure the subject and verb match and that pronouns clearly refer to the right person or thing. They can also explain what each part of speech does.

Students write regularly across subjects, bringing their own perspective and voice to the page. The goal is to make writing feel like a normal part of school, not just an English class assignment.

Students write regularly across different assignments and situations, picking their own topics when given the choice and adjusting their format to fit the purpose, whether for class, for a grade, or just for themselves.

Students write about how their thinking about themselves or the people around them has changed over time. The writing focuses on their own perspective and what shaped it.

Students plan, draft, revise, and edit a piece of writing before sharing a final version. They treat writing as a process, not a single sitting.

Students plan and draft several pieces of writing, then choose which ones to revise, edit with a partner or digital tool, and publish.

Word choice and sentence structure shape how writing sounds overall. Students practice matching that sound to the audience and situation, keeping the voice consistent from the opening sentence to the last.

Students write a paragraph or essay that takes a clear position and backs it up with real evidence. They choose their words and details with a specific reader in mind.

Students write a persuasive piece that includes their own argument and at least one opposing viewpoint, then use evidence to respond to that opposing viewpoint. This builds on the argument writing they practiced in earlier grades.

Students write a persuasive piece that pairs a clear, committed point of view with solid facts that back it up. The goal is to move a reader, not just inform one.

Students write a clear explanation of a complex topic, drawing on nonfiction and literary texts as sources. The writing is shaped for a specific audience, not just a general reader.

Students write about the same topic twice, once for each of two different audiences, adjusting word choice and organization to fit who is reading. They use specific vocabulary and transitions to keep ideas connected and clear.

Students read a story, poem, or play and write their own response to it. That might mean explaining what they noticed, analyzing how a character changes, or comparing two texts side by side.

Students write stories, poems, and other creative pieces using specific details and word choices that bring their ideas to life. The focus is on craft: how a sentence sounds, what a detail reveals, and why one word works better than another.

Students write original stories, poems, plays, or other creative forms, setting up who is telling the story and why it matters, then using literary techniques to shape the mood and direction of the piece.

Students shape their writing to match how that type of text is built, using chapters to organize a story, stanzas to group lines in a poem, or scenes to break up a script.

Students pick a question, research it, and write or present what they found. The goal shifts depending on who they're writing for and why.

Students write their own research questions, then refine them to go deeper into a topic or widen the focus when the first angle is too narrow. It teaches students to steer their own thinking before they start writing.

Students pick a research question, gather information from multiple sources, and write up what they found. The focus is on pulling ideas together across sources, not just copying facts from one place.

Students back up their writing with facts or quotes pulled from outside sources, name those sources correctly in the text, and show they understand why copying someone else's work without credit is a problem.

Students pull information from books and websites to support their writing, then quote or restate that information in their own words. They cite each source so readers know where it came from, and they never copy someone else's work and pass it off as their own.

Students take turns talking and listening in group discussions, making room for Dakota and Anishinaabe voices alongside other cultures and backgrounds. Students also share their own ideas and stories.

Students take part in group discussions and storytelling while making a real effort to include viewpoints from Dakota and Anishinaabe communities alongside other backgrounds different from their own.

Students listen to what someone else says in a group discussion, then build on that idea by adding detail, a question, or a new angle. They don't just nod or repeat. They respond in a way that moves the conversation forward.

Students practice working with others using tools like shared documents, video calls, or message threads, whether in real time or on their own schedule.

Students work out disagreements and find common ground so a group conversation stays on track and actually gets somewhere.

Students come to a discussion ready to dig deeper: they ask follow-up questions that push others to explain more, and they answer questions with specific observations tied to what the group is exploring.

Students listen to feedback on what they said or wrote, then adjust how they communicate based on what they learn. That might mean changing their word choice, tone, or how clearly they explain an idea.

Students choose words and sentence structures to fit who they're talking to and why. A classroom discussion sounds different from a presentation, and this standard is about knowing that difference.

Students choose their words, sentence structure, and delivery to sound like themselves when speaking to a particular audience, whether that means more formal or more casual.

Students read, watch, and discuss media with a clear purpose in mind, then create their own written, spoken, or digital responses that fit the audience and the task.

Students present a clear main idea with supporting facts, organize their points in a logical order, and work with classmates to cover different angles of the same topic, using formats like a shared blog or group presentation.

Students pick digital tools to build a multimedia project (a video, slideshow, or audio piece) and share it with an audience, keeping in mind that what they post online leaves a lasting record.