For the most part, I've simply copy and pasted the Kansas curriculum content standards for 7th grade here, and added the resources that I've found to assist in teaching them. Thus far, this is a largely a collection of graphic organizers, but I hope to add more varied resources in the future.

Vocabulary

Goal: The student expands their vocabulary.

1. Determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison-contrast, clue words) from sentences or paragraphs.
• Use cloze reading strategies.
2. Determines meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies.
• Word Roots Software from The Critical Thinking Company (also available in workbook form).
• Vocabulary from Classical Roots: Greek and Latin word root study (workbook format), available in five levels.
• Words on the Vine: 36 Vocabulary Units on Root Words: Workbook for grades 5-8.
• Rummy Roots and More Roots: 4-in-1 card game set to learn Greek and Latin roots.
3. Identifies and determines the meaning of figurative language (similes, metaphors, analogies, hyperbole, onomatopoeia, personification, and idioms).
• Figuratively Speaking: Using Classic Literature to Teach 40 Literary Terms: Workbook for grades 5-8.
• An Introduction to Poetry by X.J. Kennedy and Dana Gioia
• Teaching Literary Elements with Picture Books: Fifteen lessons for using picture books to teach literary elements such as point of view, voice, irony, theme, metaphor, simile, and more.
• Using Picture Storybooks to Teach Literary Devices: Recommended Books for Children and Young Adults: A reference book containing over 120 picture books useful for teaching 41 literary devices.
• Figurative Language: Part of a 36-page packet of graphic organizers (.PDF).
4. Identifies word connotations and word denotations.
   The choice of words that a writer uses, and the tone of those words, is what evokes an emotion in us. As an active reader, you should question the author's use of words: Why does your author use neutral, positive, or negative connotative language? How does it affect the characters and you?
• Figuratively Speaking: Using Classic Literature to Teach 40 Literary Terms: Workbook for grades 5-8; contains a lesson on connotation and denotation.
• Connotation and Denotation: An excellent 8-page handout with exercises (.PDF).
• Shades of Meaning: A lesson plan from Visual Thesaurus. 
• Denotation and Connotation: A worksheet on identifying positive, neutral, and negative connotations (.PDF).
• Teaching Connotation and Denotation: Part I, Part II 

Reading Comprehension

Goal: The student reads and comprehends grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The student comprehends a variety of texts (narrative, expository, technical and persuasive).

1. The student identifies characteristics of narrative, expository, technical, and persuasive texts.
• Narrative Text Structure: A 34-page packet of lessons and graphic organizers, aimed at grades 4-5 (.PDF).
• Five Expository Text Structures and Their Associated Signal Words: Handout (.PDF)
• Persuasive and Instructive (Technical) Texts: Handout (.PDF)
• Find a Purpose for Reading: How Does the Author Communicate?: Graphic organizer, part of a 36-page packet of graphic organizers (.PDF).
2. The student understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists) and uses such features to locate information in and to gain meaning from appropriate-level texts.
• Teaching Students to Read Nonfiction by Alice Boynton and Wiley Blevins
• Gathering Information on a Topic Graphic organizer, part of a 36-page packet of graphic organizers (.PDF).
3. The student uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.
• Reading Strategies Checklist for Students: Part of a 36-page packet of graphic organizers (.PDF).
• Prediction Chart: Part of a 36-page packet of graphic organizers for teachers (.PDF).
4. The student generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text.
5. The student uses information from the text to make inferences and draw conclusions.
• Making Inferences Graphic Organizer from Scholastic (.PDF)
• Drawing Conclusions Graphic Organizer from Scholastic (.PDF)
6. The student analyzes how text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) helps support comprehension of text.
• Cause-Effect Graphic Organizer (.PDF)
7. The student compares and contrasts varying aspects (e.g., characters' traits and motives, themes, problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors' purposes) in one or more appropriate-level texts.
• Compare/Contrast Venn Diagram Graphic Organizer from Scholastic (.PDF)
8. The student uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository,
   technical, and persuasive texts in logical order.
• How to Summarize and Paraphrase : A Handout from Freeology (.PDF).
• Summarizing Graphic Organizer from Scholastic (.PDF)
• Use Text Organization: Summarize Sections: Graphic organizer, part of a 36-page packet of graphic organizers (.PDF).
9. The student identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and from a variety of sources in appropriate-level texts.
• Main Idea and Supporting Details Graphic Organizer from Scholastic (.PDF)
• What's the Main Idea? Fishbone Graphic Organizer from Scholastic (.PDF) or Fish Bones Graphic Organizer from Freeology (.PDF): The students write the main idea of the story across the backbone of the fish and on lines stemming out from the fish, they write answers to the questions “Who is the author talking about?”, “What did they do?”, “When did they do it?”, “Where did they do it?”, “How did they do it?”, and “Why did they do it?”
10. The student follows directions explained in a technical (instructive) text.
11. The student identifies the author's position in a persuasive text and describes techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing statistics, other techniques that appeal to reason or emotion).
• Identifying Voice: A persuasive text lesson plan (.PDF).
• Find a Purpose for Reading: Create a Pro and Con Chart (.PDF)
12. The student distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of appropriate-level texts.
• Fact and Opinion Graphic Organizer from Education Place (.PDF)

Literature

Goal: The student uses literary concepts to interpret and respond to text.

1. The student describes different aspects of major and minor characters (e.g., their physical traits, personality traits, feelings, actions, motives) and explains how those aspects influence characters' interactions with other characters and elements of the plot, including resolution of the major conflict
• Character Sheet and Traits Graphic Organizer from Scholastic (.PDF)
• Characterization Graphic Organizer (.PDF)
• Cluster Chart: To keep track of character traits or main ideas; part of a 36-page packet of graphic organizers (.PDF).
• Character Predictions: Graphic organizer; part of a 36-page packet of graphic organizers (.PDF).
2. The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and analyzes connections between the setting and other story elements (e.g., character, plot).
• See: Deconstructing Penguin: Parents, Kids and the Bond of Reading by Lawrence and Nancy Goldstone and Fresh Takes on Literary Analysis: How to Teach What Really Matters About Character, Setting, Point of View, and Theme by Jeffrey Wilhelm
3. The student identifies major and minor elements of the plot (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, parallel episodes) and explains how these elements relate to one another.
• Story Map (1) Graphic Organizer from Education Place (.PDF)
• Story Map (2) Graphic Organizer from Education Place (.PDF)
• Story Map (3) Graphic Organizer from Education Place (.PDF)
• Plot Map Graphic Organizer (.PDF)
• Story Plot Graph and Story Plot Terms Handout (.PDF)
• Visualize: Create a Story Strip: Graphic organizer; part of a 36-page packet of graphic organizers (.PDF).
• Predict Outcomes: Graphic organizer to predict the outcome of a piece; part of a 36-page packet of graphic organizers (.PDF).
• Use Text Organization: Making a Story Map: Graphic organizer, part of a 36-page packet of graphic organizers (.PDF).
• Use Text Organization: Fill in a Plot Diagram: Graphic organizer, part of a 36-page packet of graphic organizers (.PDF).
4. The student recognizes aspects of theme (e.g., moral, lesson, meaning, message, author's ideas about the subject) and recurring themes across works (e.g., bravery, loneliness, loyalty, friendship).
• Find a Purpose for Reading: Keeping Track of the Author's Key Ideas: Graphic organizer, from a 36-page packet of graphic organizers (.PDF).
5. The student identifies literary devices (e.g., foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism).
• Reading Response Form: Includes a place to write the literary device(s) used and explain how the device is used (.PDF).
• Figuratively Speaking: Using Classic Literature to Teach 40 Literary Terms: Workbook for grades 5-8.
6. The student contrasts point of view (e.g., first and third person, limited and omniscient, subjective and objective) in narrative text and explain how they affect the overall theme of the work.

Goal: The student understands the significance of literature and its contributions to various cultures.

1. The student identifies common structures and stylistic elements in literature, folklore, and myths from a variety of cultures.
2. The student compares and contrasts customs and ideas within literature
   representing a variety of cultures.
3. The student recognizes connections between cultures and experiences through a variety of texts.