Tennessee Department of Education

English/Language Arts - Seventh Grade: Performance Indicators (Benchmarks)

Reading

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 7.1.spi.1. derive information from the following text features: timelines, graphs, headings, and subheadings within context.
  2. 7.1.spi.2. determine the meaning of unknown words and/or multiple meaning words through the use of context clues.
  3. 7.1.spi.3. replace unknown words in context with appropriate synonyms or antonyms.
  4. 7.1.spi.4. make predictions about the outcome of a given passage.
  5. 7.1.spi.5. formulate clarifying questions for use before, during, or after reading.
  6. 7.1.spi.6. identify the main idea in a reading selection.
  7. 7.1.spi.7. distinguish between fact and opinion within context.
  8. 7.1.spi.8. decode unknown grade level words in context, using previously learned strategies, such as analysis of affixes, as aids in determining meaning.
  9. 7.1.spi.9. recognize first person point of view.

At Level 2, the student is able to

  1. 7.1.spi.10. recognize and use grade appropriate and/or content specific vocabulary within context.
  2. 7.1.spi.11. identify plot elements in the proper place on a graphic organizer.
  3. 7.1.spi.12. locate information using keywords and headings.
  4. 7.1.spi.13. distinguish between poetry and prose and between biography and autobiography.
  5. 7.1.spi.14. select the correct word or phrase to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, functions, verb forms, and rhymes.
  6. 7.1.spi.15. identify commonly used foreign phrases (e.g., bon voyage, mi casa es su casa, bon jour, hasta la vista).
  7. 7.1.spi.16. draw inferences from selected passages.
  8. 7.1.spi.17. identify the author's purpose for writing and/or the reader's purpose for reading.
  9. 7.1.spi.18. analyze the cause and effect relationship in a given passage.
  10. 7.1.spi.19. identify examples of propaganda techniques (i.e., bandwagon, loaded words, testimonials).
  11. 7.1.spi.20. determine the common characteristics of short stories, novels, poetry, drama, and non-fiction.
  12. 7.1.spi.21. recognize implied themes.
  13. 7.1.spi.22. identify similes, metaphors, personification, and hyperbole within context.
  14. 7.1.spi.23. analyze the effect within context of the sound devices of onomatopoeia, alliteration, accent, rhyme, and repetition.

At Level 3, the student is able to

  1. 7.1.spi.24. recognize and identify words within context that reveal particular time periods and cultures.
  2. 7.1.spi.25. identify at least two ways by which an author reveals character traits in a given passage.
  3. 7.1.spi.26. identify symbolism, flashback, and foreshadowing within context.
  4. 7.1.spi.27. rank a given set of resources according to reliability.
  5. 7.1.spi.28. identify examples of sound devices (e.g., rhyme, alliteration, slant rhyme, repetition, and internal rhyme) in context.
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 7.1.tpi.1. use learned strategies to decode unfamiliar words and to determine meaning from context.
  2. 7.1.tpi.2. read fluently from a variety of genres (e.g., prose, poetry, fantasy, science fiction, biography, autobiography, essay, and drama).
  3. 7.1.tpi.3. make creative responses to texts.
  4. 7.1.tpi.4. preview texts and organize prior knowledge (e.g., webbing, mapping, and listing).
  5. 7.1.tpi.5. interact with texts (e.g., highlighting, T-notes, journaling, and post-it notes).
  6. 7.1.tpi.6. summarize and paraphrase selected passages.
  7. 7.1.tpi.7. read using appropriate pronunciation, expression, and rate.

At Level 2, the student is able to

  1. 7.1.tpi.8. use content specific vocabulary.
  2. 7.1.tpi.9. use metacognition and self monitoring strategies while reading (e.g., pausing, rereading, identifying miscues, consulting other sources, and reading ahead).
  3. 7.1.tpi.10. express reactions and personal opinions to a selection or relate the selection to a personal experience.
  4. 7.1.tpi.11. design and deliver an oral presentation incorporating a variety of sources and/or visual aids and props.
  5. 7.1.tpi.12. make connections among three or more literary texts.
  6. 7.1.tpi.13. apply comprehension strategies to texts in the content areas.
  7. 7.1.tpi.14. relate text to personal experience, general knowledge, and other media.
  8. 7.1.tpi.15. read daily from self-selected materials.
  9. 7.1.tpi.16. be alert to the techniques and uses of propaganda (e.g., bandwagon, loaded words, and testimonials).
  10. 7.1.tpi.17. draw inferences and "read between the lines."
  11. 7.1.tpi.18. continue to build vocabulary through wide reading.
  12. 7.1.tpi.19. use technology as a research and communication tool.
  13. 7.1.tpi.20. read fluently basic grade appropriate selections.
  14. 7.1.tpi.21. develop and enhance vocabulary by reading from a wide variety of texts and literary genres.

At Level 3, the student is able to

  1. 7.1.tpi.22. recognize recurring themes in literature.
  2. 7.1.tpi.23. explore and distinguish between primary and secondary sources.
  3. 7.1.tpi.24. demonstrate how time periods and cultures affect plots and characters in literature.
  4. 7.1.tpi.25. identify instances of flashback and foreshadowing.
  5. 7.1.tpi.26. summarize, paraphrase and evaluate selected passages.
  6. 7.1.tpi.27. make connections among the various literary genres, themes, and print and non-print texts with personal, historical, and cultural experiences.

Writing

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -  

At Level 1, the student is able to

  1. 7.2.spi.1. complete a graphic organizer (i.e., clustering, listing, mapping, and webbing) with information from notes for a writing selection.
  2. 7.2.spi.2. select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
  3. 7.2.spi.3. identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade) .
  4. 7.2.spi.4. identify the audience (formal/informal) for which text is written.
  5. 7.2.spi.5. select an appropriate concluding sentence for a well-developed paragraph.
  6. 7.2.spi.6. supply a missing piece of information in an outline.

At Level 2, the student is able to

  1. 7.2.spi.7. rearrange multi-paragraphed work in a logical and coherent order.
  2. 7.2.spi.8. identify individual written selections as technical, narrative, persuasive and /or descriptive in mode.
  3. 7.2.spi.9. select an appropriate thesis statement for a writing sample.
  4. 7.2.spi.10. select the best way to combine sentences to provide syntactic variety within context.
  5. 7.2.spi.11. identify the sentence(s) irrelevant to a paragraph's theme or flow.
  6. 7.2.spi.12. choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
  7. 7.2.spi.13. select the most appropriate title for a passage.

At Level 3, the student is able to

  1. 7.2.spi.14. identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, and Internet source).
  2. 7.2.spi.15. select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 7.2.tpi.1. write frequently using descriptive and narrative prompts.
  2. 7.2.tpi.2. use a variety of prewriting strategies.
  3. 7.2.tpi.3. write well-developed stories and summaries.
  4. 7.2.tpi.4. share written work with others.
  5. 7.2.tpi.5. use grade level appropriate vocabulary when writing.
  6. 7.2.tpi.6. write with a sense of audience.
  7. 7.2.tpi.7. produce more than one draft.
  8. 7.2.tpi.8. use correct page format.
  9. 7.2.tpi.9. use all steps in the writing process.

At Level 2, the student is able to

  1. 7.2.tpi.10. develop a thesis statement.
  2. 7.2.tpi.11. write in a variety of forms and genres.
  3. 7.2.tpi.12. write creative, original, and imaginative responses to literature.
  4. 7.2.tpi.13. compose notes that include important concepts.
  5. 7.2.tpi.14. evaluate own and others' writing using the Tennessee Writing Assessment rubric.
  6. 7.2.tpi.15. respond to questions from all content areas.
  7. 7.2.tpi.16. write personal reflections to experiences and events.
  8. 7.2.tpi.17 apply the Tennessee Writing Assessment rubric to expository essays.
  9. 7.2.tpi.18. write frequently to expository prompts, including frequent opportunities for timed writing.
  10. 7.2.tpi.19. produce a final, revised draft suitable for sharing.
  11. 7.2.tpi.20. write frequently across content areas.
  12. 7.2.tpi.21. continue to develop a writing style and voice.
  13. 7.2.tpi.22. write to acquire knowledge.
  14. 7.2.tpi.23. demonstrate through writing an understanding of the elements of language.
  15. 7.2.tpi.24. experience numerous publishing opportunities.

At Level 3, the student is able to

  1. 7.2.tpi.25. conduct self-evaluation through review of one's own writing.
  2. 7.2.tpi.26. write a research report using multiple sources.
  3. 7.2.tpi.27. explore the concept of writing to persuade.
  4. 7.2.tpi.28. incorporate varied expository structures (e.g., compare and contrast, process analysis, and problem solving).
  5. 7.2.tpi.29. explore appropriate proofreading symbols.

Elements of Language

Benchmarks/Indicators

Performance Indicators: State

As documented through state assessment -

At Level 1, the student is able to

  1. 7.3.spi.1. identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, and interrupters) within context.
  2. 7.3.spi.2. recognize usage errors occurring within context (e.g., double negatives, troublesome words: to, too, two; their, there, they're; lie, lay; sit, set).
  3. 7.3.spi.3. identify the correct use of colons (i.e., in business letters, preceding a list of items) within context.
  4. 7.3.spi.4. choose the correct use of quotation marks and commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks).

At Level 2, the student is able to

  1. 7.3.spi.5. identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate) , pronouns (i.e., agreement, reflexive, interrogative, and demonstrative), verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases), adjectives (i.e., common/proper, comparative and superlative forms, adjective clauses), adverbs (i.e., comparative and superlative forms), interjection and conjunctions (i.e., coordinating, correlative, and subordinating) within context.
  2. 7.3.spi.6. identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses).
  3. 7.3.spi.7. identify the correct use of prepositions and prepositional phrases within context.
  4. 7.3.spi.8. select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements) within context.
  5. 7.3.spi.9. identify correctly or incorrectly spelled words in context.

At Level 3, the student is able to

  1. 7.3.spi.10. identify the correct use of appositives and appositive phrases and infinitives and infinitive phrases within context.
  2. 7.3.spi.11. select the appropriate use of underlining/italicizing with titles, specific words, numbers, and letters.
Performance Indicators: Teacher

As documented through teacher observation -

At Level 1, the student is able to

  1. 7.3.tpi.1. continue to write legibly and to spell grade level words correctly.
  2. 7.3.tpi.2. use conventional language structures in both oral and written language.
  3. 7.3.tpi.3. use both simple and compound sentences routinely when writing.
  4. 7.3.tpi.4. use singular and plural possessives correctly.

At Level 2, the student is able to

  1. 7.3.tpi.5. write complex sentences routinely.
  2. 7.3.tpi.6. proofread and correct own writing.
  3. 7.3.tpi.7. write with clarity across content areas.
  4. 7.3.tpi.8. be aware of correct sentence structure, including the placement of words, phrases, and clauses used as modifiers.
  5. 7.3.tpi.9. recognize action verb and linking verb patterns.
  6. 7.3.tpi.10. demonstrate the correct use of punctuation.
  7. 7.3.tpi.11. use and punctuate correctly constructed dialog when writing.
  8. 7.3.tpi.12. place prepositional phrases correctly within the sentence according to their functions as modifiers.

At Level 3, the student is able to

  1. 7.3.tpi.13. be aware of regional variations in usage, vocabulary, and accent.
  2. 7.3.tpi.14. maintain consistency in verb tenses.
  3. 7.3.tpi.15. indicate clear relationships in writing through subordination, apposition, coordination, prepositional phrases, and other devices.