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

Reading grade-level texts closely enough to understand what they say and figure out what they mean. Students move past the surface of a story or article to ask why the author made certain choices.

Students back up their conclusions about a story or article with specific lines or passages from the text, not just a general feeling about what it means.

Students back up their conclusions with multiple quotes or details pulled directly from the text, not just a single line. They also use clues in the text to explain ideas the author implies but never states outright.

Students figure out what unfamiliar words mean by using context clues, word parts like prefixes and suffixes, or a dictionary. This includes understanding when a word is used figuratively or carries an emotional weight beyond its dictionary definition.

Students figure out what unfamiliar or figurative words mean by using context clues in the sentence, word roots and suffixes, or a dictionary.

Students identify the main message or big idea in a text, then explain which specific details and events support it.

Students find the central idea of a nonfiction text and point to specific passages that show how the author builds that idea across the piece.

Students read stories and articles the way a writer would, noticing how word choices, sentence structure, and organization shape the way a piece feels and works.

Students examine how an author shapes the way two characters see the same events differently. This means looking at word choices, details, and what each character knows or hides to understand why their perspectives clash.

Students read an informational text and figure out what the author believes or is trying to prove, then notice where that view differs from what other sources or voices in the text say.

Word choice shapes how a story feels. Students look at why an author picked certain words and what those choices do to the meaning and mood of the text.

Word choice shapes how a piece of writing feels. Students read nonfiction passages and explain how the author's specific words create a particular mood or message.

Students examine how the place, people, and events in a story push against each other to shape what the story means. A cold, isolated setting might change how a character acts; a character's choice might redirect the whole plot.

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

Reading two or more texts on the same topic, students compare what each source says, note where they agree or disagree, and pull the key ideas together into one clear picture.

Students read two articles or books on the same topic and compare how each author chose to organize and present the information. The focus is on why each author built the piece the way they did, not just what it says.

Before writing an argument or opinion piece, students gather information and look into the topic the way a reporter would, so their writing is grounded in real evidence rather than guesswork.

Students pick a question they want to answer, then find and read sources to build an actual answer. The research shapes what they write, not the other way around.

Students pull facts, details, and ideas from multiple sources and weave them into their own writing so the final piece reads as one clear argument or explanation, not a list of quotes.

Students practice finding useful information from books, websites, and other sources by choosing search terms that actually pull up what they need.

Students learn to question whether a source is trustworthy before using it in their writing. They look at who wrote something, where it was published, and whether the facts check out.

Students practice pulling exact words or reworded ideas from a source and giving that source credit, using a standard citation format like MLA or APA.

Students learn to make deliberate choices about words, structure, and detail, the way a published author would. The goal is to write with purpose, not just to complete the assignment.

Students write stories or poems, real or imagined, that stay in one consistent point of view from start to finish. Characters feel defined, events follow a clear order, and the details chosen actually serve the story.

Expository writing explains a topic using real facts and examples. Students connect each piece of evidence back to the main idea, so the reader can follow how one point leads to the next.

Students write an argument by stating a clear position, backing it up with relevant evidence, and addressing the strongest reason someone might disagree. Each piece of evidence connects directly to the claim it supports.

Reading their own drafts the way a stranger would, students check whether their writing makes sense without extra explanation. They ask: would someone who wasn't there understand this?

Students open with a clear topic, stay focused through the middle, and close with an ending that fits what they said. They also add or cut sentences to make the whole piece easier to follow.

Students pick words that fit their audience and purpose, then vary how sentences are built so the connections between ideas come through clearly.

Students write with correct grammar, spelling, and punctuation. That means sentences are complete, words are spelled right, and commas and periods land where they belong.

Students practice linking sentences and paragraphs with transition words that show how ideas connect or how time moves forward. The writing flows instead of jumping around.

Students discuss ideas with a small group or the whole class, listening closely and building on what others say rather than just waiting for a turn to talk.

Students listen to a speaker's argument, judge whether the reasoning holds up, and ask questions that push the conversation deeper. When others respond, students tie their replies back to the main topic.

Students listen to other people's ideas, including ones shared through video or audio, and update their own opinion when the new information gives them good reason to.