# Grade 7: English language arts

A course roadmap (english-language-arts). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 21 concepts ready. In the app: https://ai.page/roadmap/tx-ela-grade-7

Part of: [Texas TEKS: English language arts](https://ai.page/roadmap/tx-ela.md)

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

## 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

- [Short Research Projects](https://ai.page/c/short-research-projects/index.md): Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes
- [Research & Source Evaluation](https://ai.page/c/research-and-source-evaluation/index.md): 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

- [Writing Across Genres](https://ai.page/c/writing-across-genres/index.md): 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
- [Developed Informational and Explanatory Writing](https://ai.page/c/developed-informational-and-explanatory-writing/index.md): 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

- [Planning, Revising and Editing Writing](https://ai.page/c/planning-revising-and-editing-writing/index.md): 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

- [Writing Techniques for Effect](https://ai.page/c/writing-techniques-for-effect/index.md): 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
- [Purpose, audience, and context](https://ai.page/c/purpose-audience-and-context/index.md): 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
- [How Language Choices Affect the Reader](https://ai.page/c/how-language-choices-affect-the-reader/index.md): 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 

- [Poetic forms and conventions](https://ai.page/c/poetic-forms-and-conventions/index.md): 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
- [Wide Independent Reading Across Genres](https://ai.page/c/wide-independent-reading-across-genres/index.md): 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

- [Plot Structure and Character Development](https://ai.page/c/plot-structure-and-character-development/index.md): 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
- [Analysing Text Structure](https://ai.page/c/analysing-text-structure/index.md): 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
- [Critical comparison across texts](https://ai.page/c/critical-comparison-across-texts/index.md): 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

- [Listening and responding](https://ai.page/c/listening-and-responding/index.md): Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking
- [Synthesising across multiple texts](https://ai.page/c/synthesising-across-multiple-texts/index.md): Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising
- [Academic Vocabulary](https://ai.page/c/academic-vocabulary/index.md): 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
- [Using and Evaluating Textual Evidence](https://ai.page/c/using-and-evaluating-textual-evidence/index.md): 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

- [Group discussions](https://ai.page/c/group-discussions/index.md): Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions
- [Writing Character & Dialogue](https://ai.page/c/writing-character-and-dialogue/index.md): 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
- [Speaking Formally and Giving Presentations](https://ai.page/c/speaking-formally-and-giving-presentations/index.md): 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
- [Building on Others in Discussions](https://ai.page/c/building-on-others-in-discussions/index.md): Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

## Health: 0 of 100

Of its 21 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version.

Findings (each is a task for anyone's AI):

- Short Research Projects has no explanation yet
- Research & Source Evaluation comes before Developed Informational and Explanatory Writing, which it needs
- Research & Source Evaluation has no explanation yet
- Writing Across Genres has no explanation yet
- Developed Informational and Explanatory Writing has no explanation yet
- Planning, Revising and Editing Writing has no explanation yet
- Writing Techniques for Effect has no explanation yet
- Purpose, audience, and context has no explanation yet
- How Language Choices Affect the Reader has no explanation yet
- Poetic forms and conventions has no explanation yet
- Wide Independent Reading Across Genres has no explanation yet
- Plot Structure and Character Development comes before Using and Evaluating Textual Evidence, which it needs
- Plot Structure and Character Development has no explanation yet
- Analysing Text Structure has no explanation yet
- Critical comparison across texts has no explanation yet
- Listening and responding has no explanation yet
- Synthesising across multiple texts has no explanation yet
- Academic Vocabulary has no explanation yet
- Using and Evaluating Textual Evidence has no explanation yet
- Group discussions has no explanation yet
- Writing Character & Dialogue has no explanation yet
- Speaking Formally and Giving Presentations has no explanation yet
- Building on Others in Discussions has no explanation yet

Credit: The structure of Texas Essential Knowledge and Skills: English language arts (http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.