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7.1 The student will demonstrate an ability to compose a variety of written texts with a clear, controlling idea; coherent organization; sufficient development; and effective use of language and conventions.
- 7.1.14 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 7.1.14.B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
- 7.1.14.C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
- 7.1.14.D edit drafts for grammar, mechanics, and spelling.
- 7.1.16 Students write about their own experiences.
- 7.1.16.A write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.
- 7.1.17 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
- 7.1.17.A write a multi-paragraph essay to convey information about a topic that
- 7.1.17.A.i presents effective introductions and concluding paragraphs;
- 7.1.17.A.ii contains a clearly stated purpose or controlling idea;
- 7.1.17.A.iii is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;
- 7.1.17.A.iv accurately synthesizes ideas from several sources; and
- 7.1.17.A.v uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
- 7.1.17.A write a multi-paragraph essay to convey information about a topic that
7.2 The student will demonstrate an ability to revise a variety of written texts.
- 7.2.14 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 7.2.14.C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed.
- 7.2.17 Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes.
- 7.2.17.A write a multi-paragraph essay to convey information about a topic that
- 7.2.17.A.i presents effective introductions and concluding paragraphs;
- 7.2.17.A.ii contains a clearly stated purpose or controlling idea;
- 7.2.17.A.iii is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies;
- 7.2.17.A.iv accurately synthesizes ideas from several sources;
- 7.2.17.A.v uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
- 7.2.17.A write a multi-paragraph essay to convey information about a topic that
- 7.2.18 Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience that
- 7.2.18.A establishes a clear thesis or position;
- 7.2.18.C includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion.
7.3 The student will demonstrate an ability to edit a variety of texts.
- 7.3.14 Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 7.3.14.D edit drafts for grammar, mechanics, and spelling.
- 7.3.19 Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
- 7.3.19.A identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking:
- 7.3.19.A.i verbs (perfect and progressive tenses) and participles;
- 7.3.19.A.ii appositive phrases;
- 7.3.19.A.iii adverbial and adjectival phrases and clauses;
- 7.3.19.A.iv conjunctive adverbs (e.g., consequently, furthermore, indeed);
- 7.3.19.A.v prepositions and prepositional phrases and their influence on subject-verb agreement;
- 7.3.19.A.vi relative pronouns (e.g., whose, that, which);
- 7.3.19.A.vii subordinating conjunctions (e.g., because, since);
- 7.3.19.A.viii transitions for sentence to sentence or paragraph to paragraph coherence;
- 7.3.19.B write complex sentences and differentiate between main versus subordinate clauses;
- 7.3.19.C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.
- 7.3.19.A identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking:
- 7.3.20 Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
- 7.3.20.A use conventions of capitalization;
- 7.3.20.B recognize and use punctuation marks including
- 7.3.20.B.i commas after introductory words, phrases, and clauses;
- 7.3.20.B.ii semicolons, colons, and hyphens.
- 7.3.21 Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
- 7.3.21.A spell correctly, including using various resources to determine and check correct spellings.