What does a student learn in StateWashington,GradeGrade 7,SubjectEnglish Language Arts?

Students read and analyze stories, poems, plays, and nonfiction from many cultures and formats. The goal is to understand what the text says, what it means, and what it reveals about people and the world.

Students choose their own books or articles to read. This standard gives students time and freedom to read something they actually want to read.

Students choose what to read on their own, using strategies like browsing covers, reading first pages, or following a recommendation to find books and articles that interest them.

Students read widely across different kinds of texts, including stories, poems, articles, and other formats, building the habit of reading regularly at the seventh-grade level.

Students find and use features like headings, captions, and sidebars to locate information quickly and understand how a nonfiction piece is organized.

Students look at photos, illustrations, or other visuals in a text and explain what those images add to the words on the page, whether that means clarifying an idea or showing something the writing alone doesn't capture.

Students learn to spot the tools authors use to organize a text, like chapter headings, captions, sidebars, and scene breaks, and use those features to find information and follow the story.

This standard is not taught in 7th grade. Students focus on related reading skills at other grade levels.

This standard is not assessed in 7th grade. No reading skill under this code applies at this level.

Reading strategies are the specific moves students make when a text gets hard: rereading a confusing passage, looking for context clues, or asking what the author is really trying to say.

Students pause before or during reading to think about why they picked up the text and what they hope to get from it.

Students picture the scene, character, or action in their mind to better understand what they are reading.

Students read a passage, predict or infer what it means, then go back to the text to check whether the evidence actually supports what they thought.

Students practice staying engaged when reading gets hard or loses their attention, and learn how to pick back up and refocus after a distraction or a confusing passage.

Students explain how parts of a story or article connect, such as how one event leads to another or how a detail supports a main idea.

Students look closely at how a piece of writing is built: how the author chose to structure it, what words or details stand out, and how those choices shape the meaning a reader takes away.

Students examine how an author's perspective shapes what they emphasize, what they leave out, and how they frame their argument or story.

Students practice reading between the lines: figuring out how their own experiences and assumptions shape what they take away from a story or article, not just what the words say outright.

Students look at how a piece of writing is organized and explain why the author ordered it that way, considering how that order shapes what the reader notices or feels as the story or argument unfolds.

Students look at how an author's word choices, structure, and images work together to serve the author's goal. They explain why those choices fit the format, whether it's a poem, a news article, or a website.

Students look at the same topic covered in, say, a news article and a short story, then explain what changes and what stays the same when the format shifts.

Students read a passage and decide how well it works. They look at what the author chose to include, how the writing is built, and whether it holds up under close reading.

Students pick one element of a story or poem, such as a scene or a character's feelings, and explain how well it helps a reader picture what's happening or connect emotionally.

Students pick a story element (a character, a setting, a conflict) and explain how well it connects to their own life or to the readers the author had in mind.

Students pick one element of a text, such as a striking scene or a character's choice, and explain how well it pulls the reader in or pushes them to think differently.

Students choose books, articles, or other texts they have already read and put them to work for a real purpose, like backing up an argument, finding information for a project, or making a personal connection.

Students read fiction and nonfiction to explore real questions that matter to their own lives and the world around them.

Reading isn't just about understanding a text. Students form their own opinions and arguments about what they read, then back those up in discussion and writing.

Students find the central idea or theme in a text and trace how it builds from the opening to the end, showing where the author develops, complicates, or confirms it along the way.

Students pull together a summary or key quotes from a text to support a specific reason for reading it, whether that is answering a question, backing up an idea, or preparing for a discussion.

Students study how authors mix text, images, and other media, then borrow those same techniques for their own writing and creative projects.

Students back up their ideas about a text by pulling in several quotes or details from the page and naming where each one comes from.

Students write in different formats, like essays, stories, or visual presentations, and match their word choice and structure to who will read the work and why.

Students write to think: journaling, reacting to a book, capturing an observation, or trying out an idea. This kind of writing is for working things out, not turning in a polished final draft.

Students write pieces designed to change how readers think or act, using a mix of words, images, or other media to make their point land.

Students write descriptions rich enough that readers can picture, hear, or feel what is being described. The details do more than list facts; they pull the reader into the scene.

Students write to explain what they noticed and what they think it means, whether that comes from something they read, a classroom discussion, or their own experience.

Students write to change someone's mind, using reasons, evidence, and appeals to what the reader cares about.

Students write stories or accounts of real events using the techniques that fit the genre, such as dialogue, pacing, or descriptive detail to bring scenes to life.

Students plan, draft, and finish a piece of writing from start to end, turning an idea into a completed project ready to share.

Students read a writing prompt carefully to figure out what the assignment is actually asking and what a strong response needs to include.

Students tie their writing project to something real: a personal experience, a community issue, or a perspective that matters to them or their neighbors.

Students break a writing project into steps and figure out how long each part will take, so they can finish on time.

Students revise their writing when a teacher gives feedback or when the assignment's focus or deadline changes, keeping the piece on track no matter what shifts.

Students brainstorm ideas for a piece of writing, then collect details, sources, or notes that support what they want to say. This is the research and planning stage before drafting begins.

Students practice coming up with ideas for writing by drawing on personal experience, books they have read, research, and conversations. They think about who will read the writing and what they want to say before they start drafting.

Students study example texts to decide which writing moves, formats, and media choices fit their own piece, then borrow or remix those techniques on purpose.

Students gather research, images, and other sources for their writing, then decide which ones to include and how to credit the original creators properly.

Students write a draft that fits the type of writing they are working in, builds out their main ideas, and lets their own voice come through for a specific reader or purpose.

Students write descriptive details that connect to what readers already know, helping them picture and care about what they are reading.

Students take a topic, event, or text and dig into it on the page, explaining what it means, why it matters, or how the pieces connect. The writing goes beyond summary to show real thinking.

Students write a claim, then back it up with trustworthy evidence and explain clearly why that evidence proves the point.

Students learn to back up a point with facts and statistics, then choose words or examples that connect to how readers actually feel. Both moves work together to make an argument more convincing.

Students find quotes or details from a text and use them to back up a point they are making in their writing.

Students choose images, charts, and headings that fit their writing and help readers understand it. The visuals and layout decisions should match the type of writing, not just decorate the page.

Students credit their sources in the format the writing calls for, whether that means a works-cited list, an in-text citation, or a hyperlink, and use the right digital tools to do it.

Students write strong opening and closing paragraphs that hook the reader, sound like a real person wrote them, and connect to the main ideas in between.

Students arrange their writing so a reader can follow the ideas from start to finish, using a structure that fits the type of writing, whether a story, argument, or report.

Students read their own draft with a critical eye, looking for places where the writing is unclear, off-topic, or weaker than it could be, then decide what to cut, move, or rework before the final version.

Students re-read their own draft to check that the words on the page actually say what they meant to say, then decide what to change.

Students read their own draft looking for spots where what they meant and what a reader would actually understand don't match, then revise to close that gap.

Students collect feedback on their writing, then decide which suggestions actually make the piece clearer and which to set aside.

Students revisit their writing to improve it, fixing sentences, word choices, and errors before the final draft. They also use tools like spell-check or word processors to help with editing.

Students revise their writing after rereading it and getting feedback from others. The goal is a stronger, clearer piece, not just a corrected one.

Students check their writing for consistent formatting, correct grammar, and proper credit given to any sources or quoted voices.

Students take finished writing and put it in front of a real audience, whether that means reading aloud in class, posting online, or printing for display.

Students decide where to publish their writing by thinking through who might read it and what effect it could have on different readers, including people they didn't expect to reach.

Students discuss, present, and listen across different formats, from small-group conversations to digital video calls, using seventh-grade topics as the content. The focus is on making sense of what others say and responding in a way that moves the conversation forward.

In group discussions, students listen without interrupting, then respond with ideas that build on what others said rather than just restating their own view.

Students notice who is in the discussion and how each person connects to or differs from the others, then use that awareness to engage more thoughtfully.

Students set clear rules and roles for group discussions, then adjust them when the conversation calls for it.

Students listen to a speaker, then ask questions that dig into what the speaker meant or check whether they understood correctly.

Students listen to what classmates say, then respond in a way that connects to those ideas and moves the conversation forward.

Students back up what they say in a discussion with specific quotes, research, or personal experience, and they give credit to where that information came from.

Students build on what classmates have already said, linking new ideas to earlier points so the conversation moves forward instead of starting over each time.

Students listen to a discussion and pinpoint where speakers agree or disagree with each other. This helps them follow an argument and join the conversation with something specific to say.

Students listen for information that challenges a speaker's main point, then name the specific detail or example that doesn't match the conclusion.

Students explain how their thinking shifted during a discussion, saying what changed their mind or deepened what they already knew.

Students practice giving and receiving feedback when a message lands differently than the speaker meant. They learn to notice the gap between what someone intends to say and what listeners actually hear.

After a group discussion, students sum up the main takeaways, any questions that came up, and anything the group could not fully agree on or resolve.

Students show up to group discussions ready to talk, having thought through the topic or done some reading on it beforehand.

Students work with a group to plan, divide tasks, and finish a shared project, adjusting when the group runs into problems.

When working in a group, students set clear rules and decide who does what. They adjust those roles if something isn't working.

Students tie their speaking or presentation topic to something they genuinely care about, whether a personal experience, a community issue, or a perspective that is theirs alone.

Students break a group project into clear steps before the work starts, deciding what needs to happen first, second, and in what order to get the job done.

Students come to group meetings with their assigned work done, ready to pick up where the team left off.

Students look back at a group discussion or project, sum up what got done, and adjust their next steps based on what still needs work.

Students give speeches and presentations clearly enough that the audience can follow the logic or connect with the story being told.

Students choose topics for presentations or discussions by drawing on their own experiences, reading, research, or media they have watched. The idea can come from almost anywhere, including imagination.

Students think about who they're talking to before a class discussion or presentation, then shape what they say around what that audience already knows or believes.

Students choose images, video clips, or other media to include in a presentation so the audience follows along more easily and stays interested in the topic.

Students decide how to adjust their tone, word choice, and body language based on who they are speaking to and what they are trying to say.

Students develop their own speaking voice by drawing on their personality, background, and place in the group or classroom when taking part in a discussion or giving a presentation.

Students read a conversation or group discussion and decide whether to respond, then choose words that fit the situation and the role they are playing in it.

Students decide which words, phrases, or tone of voice best fit what they are trying to say and who they are saying it to.

Students look at what happens when someone posts online without using their real name. They consider when anonymity protects people and when it causes harm, and what it means to be genuine in digital spaces.

Students think about how their posts, comments, and videos in online spaces could affect future school or job opportunities, and adjust how they present themselves accordingly.

Students practice the physical side of speaking: how fast or slow they talk, how they move and gesture, and how they change their tone to keep an audience following along.

Students practice the grammar, punctuation, and word choice that make their writing clear and their reading sharper. This standard covers the language skills that show up across every assignment, from editing a sentence to understanding an unfamiliar word.

Students recognize that how people talk and write shifts depending on where they are and who they are talking to, like texting a friend versus writing a school essay. They learn to explain why those shifts happen.

Students look at how English changes depending on who is speaking, what they are talking about, and where the conversation happens. A text message, a news broadcast, and a classroom discussion might all be in English but sound completely different.

Students learn to spot references and allusions, moments when a story, poem, or drama nods to a well-known person, place, or event from history, myth, or another text. They explain why the author made that connection and what it adds to the meaning.

Students read aloud grade-level poems, speeches, and stories with clear meaning and correct pronunciation, not just reading the words but showing they understand what the text is saying.

Students learn to mix up how they write sentences, not just to follow the rules, but to make their writing clearer and more interesting. A short sentence can punch. A longer one can build an idea.

Students learn to spot and name the building blocks of sentences, like a group of words that adds detail or a chunk that could stand alone. They also explain what job each piece is doing in the sentence.

Sentence structure and punctuation do more than follow rules. Students learn to arrange words and place commas, semicolons, and other marks so readers can see exactly how one idea connects to the next.

Students figure out what unfamiliar words mean using context clues, word roots, and other strategies, then use those words in their own speaking and writing.

When students hit an unfamiliar word, they look at the surrounding sentences to figure out what it means rather than stopping to look it up.

Pronouns replace repeated nouns in a sentence, words like "he," "she," "they," or "it." Students learn to choose the right pronoun and use it correctly in their own writing and speech.

Students look up unfamiliar words in a dictionary or thesaurus to confirm what a word means or how it's used. The goal is accuracy, not guessing from context alone.

Students read and write with figurative language like metaphors and idioms, and notice how closely related words carry slightly different meanings. Think "angry" versus "furious."

Students use familiar Greek and Latin word parts, like "bio" or "rupt," to figure out the meaning of an unfamiliar word. It's a strategy for solving new vocabulary without stopping to look it up.

Students choose between similar words, like "strolled" versus "walked" or "enraged" versus "angry," to say exactly what they mean with as few words as possible.

Students learn to spot figures of speech like metaphors and similes, then explain what they mean. They also recognize references to well-known stories, including myths and biblical tales, and explain how those references add meaning to a text.

Students pick a question worth investigating, then track down answers using the right sources and tools. If the first approach isn't working, they change course and use what they find to support their writing or thinking.

Students look at photos, videos, news articles, and social media posts and ask who made this, why, and whether it holds up. They check whether sources are credible before deciding what to believe or share.

Students practice asking better questions as they learn more about a topic, adjusting and sharpening their questions when new information changes what they want to know.

Students track down answers using real sources like articles, books, or websites, then check whether those sources are trustworthy before using what they find.

Students figure out what they already know about a topic before they start searching, then use that knowledge to choose their first search terms.

Students choose print and digital sources that actually fit their research topic, including books from the library and material found online.

Students practice searching online with intention, adjusting their search terms when results miss the mark and choosing the right tool for what they need to find.

Students figure out which experts, witnesses, or sources actually know enough about a topic to be worth quoting or citing in their research.

Students search for information from more than one source, choosing details that actually fit the question or topic they are researching.

Students pull together what they've learned from multiple sources and present their findings, whether in a written piece, a presentation, or another format they choose.

Students explain how a person's background, beliefs, or experiences shape the way they react to the same news story, ad, or social media post differently than someone else might.

Students look at an ad, news clip, or social post and explain how the feelings it stirs up shape how a person reacts to it. The goal is to notice when emotions are doing the persuading.

Students look at how a person's willingness to change their mind shapes the way they respond to news, ads, or social media posts. A viewer who stays open to new ideas reacts differently than one who has already decided what to believe.

Students look at ads, news stories, and other media to explain what the creator was trying to do and how they used images, word choice, or other techniques to do it.

Students look at a news story, ad, or video and decide whether it exists to share facts, change your mind, sell something, or just entertain. Figuring out the purpose helps them read media more carefully.

Students identify the specific tools a media creator uses to get a reaction, such as emotional appeals, expert opinions, or photos and video paired with text, and explain how those tools push the audience toward a particular conclusion.

Students look at who made a piece of media, why they made it, and whether the facts check out before deciding if the information is trustworthy.

Students look at a news story, video, or post and decide whether each claim can be fact-checked or whether it needs a different kind of critical thinking to evaluate.

Students learn to fact-check claims by looking up the same information in several trustworthy sources and comparing what each one says.

Students learn how photos, videos, and audio clips can be digitally altered to mislead an audience, and practice explaining the specific techniques behind those changes.

Students look at ads, news stories, or online posts and decide whether the facts and examples actually back up the argument being made, or whether the evidence is weak, missing, or misleading.

Students check whether a source can be trusted by looking at who wrote it, why it was published, and whether the facts hold up against other reliable sources.

Students figure out who created or published a piece of information, including whether a person, organization, or automated tool produced it.

Students check whether the person or organization behind a source actually knows the subject. A medical article written by a doctor carries more weight than one written by someone with no background in medicine.

Students check whether the person or organization behind a source has a track record of getting facts right and reporting without obvious bias.

Students decide how to respond to news, ads, and other media by weighing what they know, what they value, and what matters to their community.

Students look at a news story, ad, or social media post and explain how it can affect people, for better or worse, in their own life or neighborhood.

Students explain how the way information travels, through social media feeds, search results, or news alerts, shapes what people see and believe.

Students learn to tell the difference between someone who shares false or misleading information on purpose and someone who passes it along without realizing it's wrong.

Students look at how people have always found out what's happening in the world, from town criers and newspapers to TV and social media, and explain how those shifts changed what news people see and trust.