English Language Arts, Grade 7

Contributing to keep discussions going

I can recognize that contributions from many participants are needed to generate and sustain discussions.

Asking and answering questions that dig deeper

I can know how and when to ask questions that call for elaboration and clarification.

Expressing and supporting a point of view

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

Listening for key points and evidence

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

Using strategies for effective group talk

I can participate in small-group conversation and whole-class discussion, recognizing that there are a range of strategies that contribute to effective talk.

Adapting your talk to purpose and audience

I can recognize that different purposes and audiences influence communication choices such as vocabulary, sentence structure, rate of speech, and tone during talk.

Giving, following, and responding to instructions

I can follow instructions and respond to questions and directions.

Evaluating the effectiveness of talk

I can evaluate speakers and the effectiveness of their talk in particular contexts.

Practising active speaking and listening

I can demonstrate active speaking and listening skills, such as making eye contact.

Expressing opinions with respect for others

I can demonstrate a respect for others by developing effective ways to express personal opinions such that they reflect sensitivity to others, including differences in culture and l.

Seeing how language influences and manipulates

I can recognize that spoken language reveals values and attitudes such as bias, beliefs, and prejudice, and understand how language is used to influence and manipulate.

Matching talk to the situation and culture

I can recognize that different situations (interviews, speeches, debates, conversation) require different speaking and listening conventions (questioning techniques, persuasive tal.

Choosing texts for your needs and interests

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

Reading widely across genres and places

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

Reading how authors use text features and design

I can demonstrate an awareness of how authors use pictorial, typographical, and organizational devices such as photos, titles, headings, and bold print, to achieve certain purposes.

Using cueing systems and reading strategies

I can develop some independence in recognizing and using various reading and viewing strategies (predicting, questioning, etc.) and in using cueing systems (graphophonic, contextua.

Talking about your own reading processes

I can talk and write about the various processes and strategies readers and viewers apply when constructing meaning from various texts.

Identifying and accessing what you need

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

Using a range of print and non-print sources

I can become increasingly aware of and use periodically the many print and non-print sources (Internet, documentaries, interviews) through which information can be accessed and sel.

Using research strategies to guide inquiry

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

Extending your personal responses to texts

I can extend personal responses, either orally or in writing, to print and non-print texts by explaining in some detail initial or basic reactions to those texts.

Making evaluations and stating viewpoints

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

Finding evidence in texts to support views

I can while learning to express personal points of view, develop the ability to find evidence and examples in texts to support personal views about themes, issues and situations.

Recognizing bias in print and media texts

I can recognize that print and media texts can be biased, and become aware of some of the ways that information is organized and structured to suit a particular point of view.

Seeing how texts are built for readers and purposes

I can recognize that print and media texts are constructed for particular readers and purposes.

Responding critically to a range of texts

I can develop an ability to respond critically to various texts in a variety of ways, such as by identifying, describing, and discussing the form, structure, and content of texts a.

Using writing strategies to explore learning

I can experiment with a range of strategies (brainstorming, sketching, free writing) to extend and explore learning, to reflect on their own and others’ ideas, and to identify probl.

Reflecting on the strategies that help you learn

I can become aware of and describe the writing strategies that help them learn.

Using note-making for different purposes

I can understand that note-making is purposeful and has many purposes, personal or other (e.g., gathering information for an assignment, recording what has happened and what others.

Adding interesting effects to imaginative writing

I can demonstrate an ability to integrate interesting effects in imaginative writing and representation, such as considering thoughts and feelings in addition to external descripti.

Producing a range of writing forms

I can produce a range of writing forms (e.g., stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, advertisements)

Choosing a form that fits purpose and reader

I can recognize that a writer’s choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intend.

Representing ideas in more than one way

I can begin to understand that ideas can be represented in more than one way, and experiment with using other forms, such as dialogue, posters, and advertisements.

Fitting content and style to the reader

I can develop the awareness that content, writing style, tone of voice, language choice, and text organization need to fit the reader and suit the reason for writing.

Using reader feedback to shape your drafts

I can ask for reader feedback while writing, and use this feedback when shaping subsequent drafts.

Using prewriting-to-presentation strategies

I can learn to recognize and begin to use more often the specific prewriting, drafting, revising, editing, proofreading, and presentation strategies that most effectively help to pr.

Using the conventions of written language

I can understand and use conventions for spelling familiar words correctly.

Using technologies to communicate

I can acquire some exposure to the various technologies used for communicating to a variety of audiences for a range of purposes (videos, email, word processing, audiotapes)

Committing to crafting your writing

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

Combining information from several sources

I can collect information from several sources (interviews, film, texts) and combine ideas in communication.