English Language Arts, Grade 7

Sustaining discussion through many contributors

I can recognize that many participants' contributions are needed to generate and sustain a discussion.

Asking questions that call for elaboration and clarification

I can ask questions that call for elaboration and clarification, and respond appropriately when asked the same.

Expressing a point of view clearly and with conviction

I can express a personal point of view clearly and with conviction, and support that position.

Listening to grasp essential elements and supporting details

I can listen attentively to grasp the essential elements of a message and consider its supporting details.

Participating with strategies for effective talk

I can participate in small-group and whole-class discussion, using a range of strategies for effective talk.

Adapting communication choices to purpose and audience

I can recognize that purpose and audience influence communication choices, and consider appropriate choices for different speaking contexts.

Following instructions and responding to questions and directions

I can follow instructions and respond to questions and directions.

Evaluating speakers and identifying verbal and non-verbal cues

I can evaluate speakers and the effectiveness of their talk, and identify the verbal and non-verbal cues they use.

Demonstrating active speaking and listening skills

I can demonstrate active speaking and listening skills such as making eye contact, rephrasing, clarifying, and extending points.

Expressing opinions with sensitivity to others

I can express personal opinions in effective ways that show respect and sensitivity to others, including cultural and language differences.

Recognizing how spoken language reveals values and influences

I can recognize that spoken language reveals values and attitudes and understand how it is used to influence and manipulate.

Matching speaking conventions to different situations

I can recognize that different situations require different speaking and listening conventions and choose conventions appropriate to the situation.

Selecting texts for learning needs and special interests

I can select texts that address my learning needs and range of special interests.

Reading widely across young adult fiction and literature

I can read widely and experience young adult fiction and literature from different provinces and countries.

Using authors' pictorial and organizational devices

I can recognize how authors use pictorial, typographical, and organizational devices and use them to construct meaning.

Developing independence in reading strategies and cueing systems

I can develop independence in using reading strategies and cueing systems to construct meaning in increasingly complex texts.

Talking and writing about reading processes and strategies

I can talk and write about the processes and strategies I use, and articulate my personal reading and viewing processes.

Articulating personal and learning needs with independence

I can identify and articulate my personal and learning needs with growing clarity and some independence.

Using a range of print and non-print information sources

I can become aware of and use the many print and non-print sources through which information is accessed and selected.

Using research strategies to guide inquiry

I can use research strategies such as issue mapping and webbing to guide my research.

Extending personal responses with detailed reactions

I can extend personal responses to texts by explaining my reactions in some detail, orally or in writing.

Making evaluations and expressing points of view

I can make evaluations or judgments about texts and express personal points of view.

Finding evidence to support personal views

I can find evidence and examples in texts to support my personal views about themes, issues, and situations.

Recognizing bias and structure in print and media texts

I can recognize that print and media texts can be biased and how information is structured to suit a point of view.

Recognizing that texts are constructed for readers and purposes

I can recognize that texts are constructed for particular readers and purposes and begin to identify the textual elements authors use.

Responding critically to the form, structure, and content of texts

I can respond critically to texts by identifying, describing, and discussing their form, structure, and content, and how values shape meaning.

Experimenting with strategies to explore learning

I can experiment with writing strategies to explore learning, reflect on ideas, and identify problems and solutions.

Describing writing strategies and personal growth

I can describe the writing strategies that help me learn and express my growth as a language learner and user.

Understanding purposeful note-making in many forms

I can understand that note-making is purposeful and takes many forms for many purposes.

Integrating interesting effects in imaginative writing

I can integrate interesting effects in imaginative writing, adding thoughts, feelings, and rich detail.

Producing a range of writing forms

I can produce a range of writing forms such as stories, letters, speeches, reports, poems, and advertisements.

Recognizing how purpose and reader influence choice of form

I can recognize that a writer's choice of form is influenced by both purpose and the intended reader.

Experimenting with other forms of representing ideas

I can understand that ideas can be represented in more than one way and experiment with forms like dialogue, posters, and advertisements.

Fitting content, style, and tone to reader and purpose

I can make content, style, tone, and organization fit the reader and suit the reason for writing.

Using reader feedback to shape drafts

I can ask for reader feedback and use it to shape drafts, considering my writing from the reader's point of view.

Using spelling, punctuation, and grammar conventions

I can use spelling, punctuation, and grammar conventions and a variety of sentence patterns in my writing.

Beginning to use specific writing process strategies

I can recognize and begin to use the specific writing process strategies that best produce various texts.

Using various communication technologies

I can use various technologies to communicate to a variety of audiences for a range of purposes.

Committing to crafting pieces of writing

I can demonstrate a commitment to crafting my pieces of writing and representations.

Collecting and combining information from several sources

I can collect information from several sources and combine ideas in my communication.