How to learn Grade 7: English language arts

Texas Essential Knowledge and Skills: English language arts, Grade 7

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1. Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purpos

1. Short Research Projects: Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
2. Research & Source Evaluation: Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

2. Composition: listening, speaking, reading, writing, and thinking using multiple texts · Genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful

1. Writing Across Genres: Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each
2. Developed Informational and Explanatory Writing: Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary

3. Composition: listening, speaking, reading, writing, and thinking using multiple texts

1. Planning, Revising and Editing Writing: Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar

4. Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts · The student uses critical inquiry to analyze the authors' choices and how they influence and comm

1. Writing Techniques for Effect: Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact
2. Purpose, audience, and context: Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone
3. How Language Choices Affect the Reader: Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

5. Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts · Genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within

1. Poetic forms and conventions: Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect
2. Wide Independent Reading Across Genres: Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader

6. Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts · Literary elements. The student recognizes and analyzes literary elements within and across increasingly comp

1. Plot Structure and Character Development: Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot
2. Analysing Text Structure: Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas
3. Critical comparison across texts: Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures

7. Response skills: listening, speaking, reading, writing, and thinking using multiple texts · The student responds to an increasingly challenging variety of sources that are read, heard, or viewed

1. Listening and responding: Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
2. Synthesising across multiple texts: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising
3. Academic Vocabulary: Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects
4. Using and Evaluating Textual Evidence: Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point

8. Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking · Oral language. The student develops oral language through listening, speaking, and discussion

1. Group discussions: Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
2. Writing Character & Dialogue: Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion
3. Speaking Formally and Giving Presentations: Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience
4. Building on Others in Discussions: Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others