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.


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.
  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.
  3. Identifies and determines the meaning of figurative language (similes, metaphors, analogies, hyperbole, onomatopoeia, personification, and idioms).
  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?
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.
  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.
  3. The student uses prior knowledge, content, and text type features to make, to revise, and to confirm predictions.
  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.
  6. The student analyzes how text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) helps support comprehension of text.
  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.
  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,
    , and persuasive texts in logical order.
  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.
  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).
  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.

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
  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).
  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.
  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).
  5. The student identifies literary devices (e.g., foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism).
  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.


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