Oklahoma 2016 Academic Standards for English Language Arts — Grade 7

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Students will actively listen and speak clearly using appropriate discussion rules with awareness and control of verbal and nonverbal cues.


Students will actively listen and interpret a speakers messages (both verbal and nonverbal) and ask questions to clarify the speakers purpose and perspective.


Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.


Students will give formal and informal presentations in a group or individually, providing evidence to support a main idea.


Students will work effectively and respectfully within diverse groups, show willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member.


Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.


Students will analyze details in literary and nonfiction/informational texts to distinguish genres.


Students will paraphrase main ideas with supporting details in a text.


Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.


Students will plan (e.g., outline) and prewrite a first draft as necessary.


Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.


Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, using a consistent point of view.


Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).


Students will compare and contrast stated or implied purposes of authors writing on the same topic in grade-level literary and/or informational texts.


Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.


Students will analyze how key literary elements contribute to the meaning of the literary work: setting plot characters (i.e., protagonist, antagonist) characterization theme conflict (i.e., internal and external)


Students will evaluate literary devices to support interpretations of literary texts: simile metaphor personification onomatopoeia hyperbole imagery symbolism tone irony* *Students will find textual evidence when provided with examples.


Students will distinguish factual claims from opinions.


Students will analyze the structures of texts (e.g., compare/contrast, problem/solution, cause/effect, claims/evidence) and content by making inferences about texts and use textual evidence to draw simple logical conclusions.


Students will make connections (e.g., thematic links) between and across multiple texts and provide textual evidence to support their inferences.


Students will write narratives incorporating characters, plot, setting, point of view, conflict, dialogue, and sensory details to convey experiences and events.


Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure and a formal style.


Students will introduce a claim and organize reasons and evidence, using credible sources.


Students will show relationships among the claim, reasons, and evidence.


Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.


Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.


Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.


Students will infer the relationships among words with multiple meanings and recognize the connotation and denotation of words.


Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.


Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.


Students will select appropriate language to create a specific effect according to purpose in writing.


Students will recognize the correct use of prepositional phrases and dependent clauses.


Students will recognize simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.


Students will recognize the subject and verb agreement.


Students will recognize and correct misplaced and dangling modifiers.


Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.


Students will compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.


Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.


Students will use their own viable research questions and thesis statements to find information about a specific topic.


Students will follow ethical and legal guidelines for finding and recording information from a variety of primary and secondary sources (e.g., print and digital).


Students will determine the relevance, reliability, and validity of the information gathered.


Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).


Students will refine and formulate a viable research question and report findings clearly and concisely, using a thesis statement.


Students will quote, paraphrase, and summarize findings following an appropriate citation style (e.g., MLA, APA, etc.) and avoiding plagiarism.


Students will summarize and present information in a report.


Students will compare and contrast the effectiveness of techniques used in a variety of written, oral, visual, digital, non-verbal, and interactive texts to generate and answer literal, interpretive, and applied questions to create new understandings.


Students will analyze the impact of selected media and formats on meaning.


Students will select, organize, or create multimodal content to complement and extend meaning for a selected topic.


Students will utilize multimedia to clarify information and strengthen claims or evidence.


Students will select appropriate texts for specific purposes and read independently for extended periods of time.


Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, and discover different perspectives.