Grade 7: Common Core State Standards Alignment Guidance

Grade 7: Common Core State Standards Alignment Guidance
Reading for Literature and Reading for Informational Texts Standards Remember, based on the information in the High-Quality Reading Items Overview module, items should require close reading of a text, focus on important points, and require students to use textual evidence as a basis for their answer. We are now going to focus specifically on alignment to the language of the Standards of grade 7. You will find that although an item may meet the language of the CCSS, it may not meet the other required characteristics discussed in the High-Quality Reading Items Overview module. To be an aligned item, the item must meet all characteristics. For example, what if an item aligned RL.7.4 asks students to determine meaning, but the tested word is not tied to central ideas or important points? It aligns to the language of the standard but it DOESN’T lead to deeper understanding of central ideas. Because it does not align to the other characteristics previously discussed, it should not be considered a well-aligned item.

Session Objective The purpose of these materials is to help develop understanding of the expectations of high-quality summative assessment items. The concepts shown throughout these modules can be useful for classroom questioning and assessment, but the items themselves may need to be slightly modified. While the principles discussed in the modules reflect the specific needs of summative assessment, they can be applied to the types of questions teachers ask in both classroom discussion and on classroom assessments. For example, in a classroom, a teacher may ask students to identify the main idea, and find the details that support that idea over the course of an entire lesson; this discussion would not be limited to one question. Facilitators should be aware of their audience as they progress through the modules. Be sure to review the user guide for specific examples of adjustments that can be made to the training to suit the needs of unique audiences.

Reading Standards for Literature

Links to Associated Literary Texts
The literary sample items are written to the texts linked below. To better understand the points made in each item, you should familiarize yourself with each text. “The Tomorrow Seeds” and “Author’s Note” by Diane L. Burns “From the Wave” by Thom Gunn

Diving into the Specific Grade-Level Standards
Remember that Standards 1 and 10 are bookends requiring: all passages to be appropriately complex all items to be answered using textual evidence Items should never be aligned to Standard 1 only. Instead, items should be aligned to Standard 1 and at least one other standard. Let’s take a closer look at the Reading Standards for Literature for Grade 7. For each standard, we will first present an example of an item that does NOT align to the language and intent of the standard. Then we will follow up with an item that does align to the standard so you can see the what aligned items should look like. Note: You’ll see in the examples that textual evidence includes the use of direct textual evidence (i.e., sentences from the text), as well as indirect evidence (i.e., paraphrasing of evidence in the text or inferences based on the text).

CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Please note, in each slide discussing the standard, we will discuss both the language of the anchor standard, as well as the language of the grade specific standard. In this way, we will illuminate how the grade-specific standards provide the specificity for each anchor standard. Anchor Standard 2, across all grade levels, asks students to determine the central message, main idea, or theme, an essential element of reading with understanding. In some upper grades, Standard 2 expands its focus to the plural “central ideas or themes” and adds a second crucial requirement—that students analyze the development of the ideas and themes. Reading complex texts will often expose more than one central idea, and the emphasis on analyzing their development challenges students to go beyond merely stating ideas to tracing their evolution throughout a text. Standard 2 therefore views unearthing themes and ideas as the product of careful examination of the text. Themes are distinguished from the central ideas in the literary standards. Themes are those big ideas that emerge from a text, the essential message that the author wants readers to take away from the text. Central ideas, on the other hand, are what the story is mostly about, the content and plot details that combine to make up the story. Items aligned to this standard can consider themes or central ideas; it is not required to ask about both for true alignment to standard. In grade 7, as with other grades, students should be asked to determine a theme or central idea and analyze how it develops throughout the text. Items can ask students to think about how individual sentences reveal or shape a theme or central idea, or they can ask how specific parts of a text show, develop, or reveal the central idea. What is not enough, to truly align to Standard 2 at grade 7, is to simply ask students to identify a key detail, theme, or central idea. The second part of the anchor standard, assessed separately as noted by the semi-colon that divides the two components, asks students to provide a summary of the text. The demand of summarization in Standard 2 is that students demonstrate their ability to immerse themselves in other peoples’ ideas and experiences, to enlarge their thinking and experience through reading. Note that summarizing texts in chronological order is unlikely to fulfill this goal—students merely recount, in abbreviated form, the time-ordered details in the text without grappling with its ideas. Note that at grade 7, students are asked to provide an objective summary of the text. Objective is defined as “not influenced by personal feelings or opinions in considering and representing facts.” Summaries in grade 7 should be distinct from personal opinions and judgments; students should represent exactly what is presented in the text and avoid introducing their own perspectives and biases to the any summaries produced. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

Associated text: “The Tomorrow Seeds” by Diane L. Burns
Which statement best expresses a main theme of “The Tomorrow Seeds?” Although the future may be uncertain, it is best to prepare for whatever may come. Different ways of life cannot be combined successfully. Children do not always fully understand the actions of those around them. It takes time and patience to grow a garden. Let’s consider this item addressing RL.7.2. Answer key: A Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. As noted on the previous slide, Standard 7 requires students to both determine the theme and analyze how it develops. This item falls short of alignment in that it only asks students to determine the theme. The item must go a step further, asking students to analyze how the theme develops, in order to truly align to the standard. Associated text: “The Tomorrow Seeds” by Diane L. Burns

The following question has two parts. Answer Part A and then answer Part B. Part A: Which statement best expresses a main theme of “The Tomorrow Seeds?” While the future may be uncertain, it is best to prepare for whatever may come. Different ways of life cannot be combined successfully. Children do not always fully understand the actions of those around them. It takes time and patience to grow a garden. Part B: Which sentence from “The Tomorrow Seeds” best illustrates this theme? “Every morning, before dawn, Moki climbed above-mesa to tend the seeds in secret, as the visions told him he must.” “In the valley something else was growing—angry feelings between the Black Robes and the People.” “The storm hadn’t destroyed the forbidden ones, but surely the village elders would.” “’If peace cannot be, we have this place out of reach.’” Now consider this item, also addressing RL.7.2. Answer key: Part A: A; Part B: D Does this item align to the specifics of the grade standard? Yes, this item is well aligned to the grade-level standard. This item requires students to address both elements of the first part of the standard. They are asked to determine the theme and think about how it develops. They must think about the specific lines of text that reveal how Moki’s actions in finding a new place to plant seeds reveal the importance of planning for uncertain times. Because the item requires students make a text-based inference and support it with direct textual evidence, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to how Moki’s choice to plant new seeds in the hidden place, and how the elder’s reaction to Moki’s act reveals the importance of planning for an uncertain future. Beyond that, they must understand how the conflict with the Black Robes impacts Moki, not just in the present, but also how it shapes his future. So, students must read the text carefully to answer the question. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the item asks students to think about how the overall theme from the text develops. Does this item require use of evidence? Yes, students rely on the text to make their inference in Part A, and in Part B students use direct textual evidence to support the correct answer. Associated text: “The Tomorrow Seeds” by Diane L. Burns

CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Anchor Standard 3 calls on students to perform a specific kind of careful reading when examining a text: Students are not asked merely to take away the high points and identify the key figures present, but they are also asked to plunge into the text to see how ideas and individuals grow and change throughout. The requirement to analyze the development of individuals, events, and ideas is not merely to restate them, but rather to comprehend how they evolve and interact over time. Nor does the standard ask students to study events, individuals, and ideas in isolation from each other; instead, students are specifically charged with observing and commenting on the interactions and relationships among them. Because a text, in its essence, comprises the interactions of these factors, fulfilling this standard means students truly are analyzing the text itself. At grade 7, students should think about the way that story elements work together. Items can ask students to consider the smaller elements of a text and how they relate to each other or how those elements develop the larger elements of the story. Additionally, students can consider elements that are alike (e.g., how characters relate, how characters interact) just as much as they can consider how differing story elements interact (e.g., the relationship between setting and theme, or between characters and plot). As a reminder, the parenthetical text, while providing important examples, is not meant to provide limitations. Rather, it provides just one example of the types of questions that can be asked. Note that although the words “story or drama” are specifically mentioned, it is important not to limit this standard to plays or stories. Poetry, particularly narrative epic poems, can contain elements of a story and can be perfectly acceptable for use with this standard. The key is that the text must contain elements of the story, no matter the form. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

Which sentence best describes Moki’s personality? He is outspoken in his beliefs. He is able to change his mind. He is nurturing and dedicated. He is excited when faced with a challenge. Review this item, written to address RL.7.3. Answer key: C Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. The item simply asks students to identify a character trait. It does not challenge students to think about the relationship between story elements. It is too limited in its focus in that it is about one story element, not the interaction of multiple elements. Associated text: “The Tomorrow Seeds” by Diane L. Burns

In “The Tomorrow Seeds,” what are two ways the Black Robes changed the Hopi lifestyle? They taught Hopi children to care for plants. They made the Hopi dress like the Spanish. They introduced new crops like watermelon. They required the Hopi to live on the mesa top. They forced the Hopi to work their farms. They passed seeds down to new generations. They shared visions they had received. Now consider this item, also written to Rl.7.3. Answer key: C, E Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Students are asked to think about the interaction between two different story elements, in this case, groups of characters, the Hopi people and the Black Robes. Students are asked to think about how the actions of the Black Robes changed, or impacted, the Hopi. In considering how these two elements relate, students actually think deeply about the overall meaning of the story, as the relationship between the Hopi and the Black Robes is a key source of conflict in the text. Because the item requires students to make a text-based inference, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully consider the interactions between the Black Robes and the Hopi. They must note the specific moments in the text where the narrator discusses the troubled relationship between the Black Robes and the Hopi. Does the item focus on the central ideas and important particulars of the text(s)? Yes, a key element of this text is the conflict between the Black Robes and the Hopi. This item asks students to think about this source of conflict. Does this item require use of evidence? Yes, the item challenges students to make an inference based on a text. Associated text: “The Tomorrow Seeds” by Diane L. Burns

CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Anchor Standard 4 asks students to determine meaning. The term “as they are used in the text” is essential. Students must not simply determine meaning of words in isolation; they must be tested on words surrounded by sufficient context. To create fair, reliable tests, context should be included so students can demonstrate their mastery of reading strategies used to determine the meaning of unknown words. In the upper grades, including grade 7, Standard 4 asks students to read as an author does, alert to the impact of specific word choices on meaning and tone of the text. Assessing the function of specific words is a crucial element in comprehending a text and appreciation of how great authors work hard to say exactly what they mean. Note that Standard 4 is not a place to ask students to simply identify the tone of the text. Instead, they are focusing on the impact of carefully chosen words and phrases on this crucial element of texts. At grade 7, students should, as with all grades, determine the meaning of words and phrases as they are used in the text. Students can think about figurative and connotative meaning, though they should not simply be labeling instances of figurative language. As always, items should challenge students to think about the meaning of figurative words or phrases. Alternatively, items can ask students about sounds, about how specific patterns of sound impact poems, stories, or plays. Again, items should not simply ask for labeling instances of alliteration, or identifying patterns of rhyme. Students must think about the impact that these sounds have on their text. Note that the words “as they are used in the text” apply to figurative and connotative meanings as well as items testing meaning for single words or phrases. Please see CCSSO Criteria for High-Quality Assessment, specifically Criterion B6, for additional information about assessment of vocabulary. (available here: The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

What does pueblos mean as it is used in paragraph 12 of “The Tomorrow Seeds”? Native America tribes Communities of houses made of stone, adobe, and wood Groups of people who live together Spanish settlements Paragraph 12 provided for reference below: For speaking against the rules of the Black Robes, Popé and other medicine men from the pueblos had been put in the governor's jail, where four died. Popé was free now, but not silent. He talked even more strongly of pushing the Black Robes and settlers out of the People's valley. Review this item, written to RL.7.4. Answer key: B Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. The item asks about a word that does not have sufficient context to allow students to determine meaning. There is not enough information in the text to point students to the correct answer. Because the standard requires students determine the meaning of words and phrases “as they are used in the text,” context is essential. As this item does not provide enough context in paragraph 12, or the rest of the text for that matter, the item does not align. Associated text: “The Tomorrow Seeds” by Diane L. Burns

The following question has two parts. Answer Part A and then answer Part B. Part A: In paragraph 25 of “The Tomorrow Seeds,” Moki wonders how he will “explain this treachery.” What is the meaning of the word treachery? mission from a divine force long-term plan betrayal of trust combination of two beliefs Part B: Which sentence from “The Tomorrow Seeds” best helps the reader determine the meaning of treachery? “The windstorm had wrecked the corn, but were the melons destroyed, too?” “Popé pointed an accusing finger.” “‘It. . . it was the way of my dreams.’” “‘I saw the People’s corn like a shelter around the Black Robes’ melons.’” Here is this item, also written to address RL.7.4. Answer key: Part A: C; Part B: B Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Students are asked to think about the meaning of a specific word, treachery, that has sufficient context, as evidenced by Part B. Because students make a text-based inference, and the inference is supported by direct textual evidence, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to the details in paragraph 25, as well as the surrounding paragraphs, to understand that Popé views any contact with the Black Robes as a betrayal. Though the most direct context is in paragraph 25 (the correct answer to Part B), students must carefully review Popé’s actions to understand why he would view the action of planting seeds from the Black Robes as treachery. Does the item focus on the central ideas and important particulars of the text(s)? Yes, as noted above, a central idea from the text is the conflict between the Black Robes and the People. This item gets to the heart of that conflict, as Moki’s simple act of planting seeds is seen as a betrayal. Does this item require use of evidence? Yes, students make a text-based inference in Part A, and the inference is supported with direct textual evidence in Part B. Associated text: “The Tomorrow Seeds” by Diane L. Burns

Associated text: “From the Wave” by Thom Gunn
Which pattern best describes the rhyme scheme of “From the Wave”? AABB CCDD ABCD EFGH ABCD ABCD ABAB CDCD Here is another item addressing RL.7.4, this time written to address the second part of the standard. Answer key: D Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item focuses students in on the patterns of rhymes that make up “From the Wave,” it does not require students to think about the impact of the sounds on the meaning of the poem. Standard 4 challenges students to think carefully and deeply about how patterns of sounds impact a text, and this item simply asks students to identify a pattern of sounds. It does not require the level of analysis called for in the standard. Associated text: “From the Wave” by Thom Gunn

How does Gunn’s use of rhyme impact the poem? The rhyming scheme is used to illustrate the natural elegance of the waves. The rhyming scheme is used to show that waves are isolated events. The single syllable rhyming words signify that waves are simplistic. The alternating rhyming lines mirror the action of waves. Now consider this item, also written to address the second part of RL.7.4. Answer key: D Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Students are directed to think carefully about the pattern of sounds, not simply identify it. Rather, they think about how it impacts the meaning of the poem. The item challenges students to pay attention to what it is about the given rhyme scheme, in this case, that there is a consistent pattern of alternating rhyming lines to mimic the in-and-out movement of the waves, that adds to the overall meaning of the poem. Notice that the students are not expected to identify the rhyme scheme, as was the case with the previous item. Instead, they dig much deeper into the meaning of the alternating rhyming lines, thus demonstrating much stronger understanding of the meaning of the poem. It also aligns to RL.7.1, in that the item requires students to make a text-based inference. Does this item require close reading? Yes, students must carefully read the poem to determine what it is about: surfers riding a wave. They must attend to the specific details noting the rhythmic nature of the wave, and then make the connection between the movement of the waves and the rhyme scheme of the poem. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the entire poem discusses the nature of the waves and their relationship to surfers. Focusing on how the structure of the poem contributes to this meaning allows students to hone in on that central idea of the poem. Does this item require use of evidence? Yes, students make a text-based inference. Associated text: “From the Wave” by Thom Gunn

CCSS.ELA-Literacy.RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Although standards for teaching and assessing reading have traditionally included structure, Anchor Standard 5 includes an unusual dimension that illustrates the increased rigor at the heart of the standards. Standard 5 does not just ask that students “analyze the structure” of a given text but also that they account for “how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.” The standard moves students beyond merely identifying structural features of a text to analyzing how sentences connect to other sentences, paragraphs to other paragraphs, and chapters cohere into a whole. Understanding how each part of a specific text fits together leads to a deep grasp of how those parts work together to form a whole, individual text for a specific purpose. One of the most central questions one can ask about a text that goes to the heart of reading comprehension is “what is the role of this sentence, paragraph, or section of the text—how does it advance or develop its meaning or purpose?” As all texts have a structural backbone, asking questions about text structure can equally serve to illuminate a story, poem, or play. At grade 7, as with all grades, students consider how structure contributes to meaning. Students can and should consider drama and poems, but the standard also allows for testing of stories with strong poetic or dramatic elements. Note that this does not simply mean any story with dialogue or figurative language, but rather, stories where the plot, meaning, or structure are clearly influenced by dramatic or poetic elements. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

How is the poem “From the Wave” structured? Alternating rhyming lines Free verse Soliloquy Sonnet Here is an item written to address RL.7.5. Answer key: A Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item talks to the structure of the poem, it falls short of alignment because it simply asks students to identify the structure. The standard requires students move beyond identifying the structure, and instead, analyze what it is about the structure that contributes to meaning. Simple identification of structure does not get to the level of analysis required by the standard. Associated text: “From the Wave” by Thom Gunn

Wave at its highest and strongest
The poet purposely uses poetic form to create a visual image for the reader. Complete the chart below by writing the stanza that best shows the phase of the wave. You can write the stanza number or the text of the stanza itself. Wave beginning to rise Wave at its highest and strongest Wave fading away Now consider this item, also written to address RL.7.5. Answer key: Wave beginning to rise Stanza 1; Wave at its highest and strongest Stanza 4; Wave fading away Stanza 6 Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. The item asks students to consider how the structure of the text contributes to the message of the poem. Students are challenged to analyze what it is about the structure that helps to build the description of the wave, and thus, think deeply about the relationship between structure and meaning. In this way, the item meets the level of analysis required by the standard. Because the item requires students use direct textual evidence, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to the details of the text, specifically, the description of the wave, in order to successfully answer the question. Does the item focus on the central ideas and important particulars of the text(s)? Yes, a key idea of the poem is that surfing the wave is an exhilarating experience for surfers. Asking students to consider how the image of the wave develops gets to the central idea of the poem. Does this item require use of evidence? Yes, students use direct textual evidence, stanza numbers/text, to answer the question. Associated text: “From the Wave” by Thom Gunn

CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Anchor Standard 6 makes clear that it is not enough to identify the purpose or point of view; the standard asks students to move beyond the mere labeling of a text that has been the traditional approach to assessing the impact of point of view and purpose on how readers perceive and grasp the meaning. Standard 6 provides an excellent example of how reading closely goes beyond looking for what is directly stated. At grade 7, a text must have multiple characters or narrators in order to be able to measure this standard. Items should ask students to think about the points of view of multiple characters or narrators, including how those points of view are developed and how they are different. Items should not stop at asking students to simply identify multiple points of view, but instead, challenge students to consider how the differing points of view develop over the course of a text. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

The following question has two parts. Answer Part A and then answer Part B. Part A: Which sentence best describes Moki’s point of view toward the Black Robes? He hopes they will eventually allow the People to live among them. He understands why they want the People to change their ways. He thinks that they will eventually find the secret place on the cliff. He believes that they have some positive qualities. Part B: Which sentence best describes Popé’s point of view toward the Black Robes? He believes that the Black Robes will try to prevent the people from following their traditions. He hopes that the Black Robes will learn to live in the new place. He believes that the Black Robes will eventually try to destroy the People’s farmland. He thinks that the Black Robes do not properly nurture their gardens. Let’s look at this item, written to address RL.7.6. Answer key: Part A: D; Part B: A Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item asks students to consider the points of view of two different characters, there is no consideration of how the points of view develop, nor is there a consideration of how the points of view contrast. As such, the item does not get to the type of analysis required by the standard. Associated text: “The Tomorrow Seeds” by Diane L. Burns

Complete the chart by following the steps below:
Drag one detail from the “Points of View” box to each row in column 2 and column 4. You will not use all of the Points of View, but you will use one Point of View twice. Drag one Paragraph from the “Textual Evidence Supporting each Character’s Point Of View” box to each row in columns 3 and 4. You will not use all of the paragraphs. Item continued on the next slide Now read this item, also written to RL.7.6. This item is too large to display in its entirety. The rest of the item and the related discussion appear on the next slide. Associated text: “The Tomorrow Seeds” by Diane L. Burns

Points of View Character 2. Point of View Before the Storm
3. Textual Evidence to support the character’s POV before the storm 4. Point of View After the Storm 5. Textual Evidence to support the character’s POV after the storm Moki Pope Points of View Textual Evidence Supporting Each Character’s Point of View The People must find a way to work with the Black Robes. The Black Robes and the People cannot live together in Peace. The Black Robes have some positive qualities to share with the People. Hatred of the Black Robes is not the way to honor the People’s ancestors. The only way to survive the Black Robes is for the People to adopt their ways. The People may be able to learn from the Black Robes. Paragraph 11 Paragraph 13 Paragraph 15 Paragraph 21 Paragraph 23 Paragraph 28 Paragraph 30 Paragraph 33 Answer key: Moki’s POV Before the Storm: The Black Robes have positive qualities to share with the People. Textual Evidence: Paragraph 15 Moki’s POV After the Storm: The Black Robes have positive qualities to share with the People. Textual Evidence: Paragraph 28 Pope’s POV Before the Storm: The Black Robes and the People cannot live together in peace. Textual evidence: Paragraph 11 Pope’s POV After the Storm: The People may be able to learn from the Black Robes. Textual Evidence: Paragraph 33 Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade 7 standard. This item challenges students to think about the points of view of two characters in a text. They think about how the points of view grow and change over the course of the text, but also how the two contrast. Students must understand that Moki’s point of view is distinct from Pope’s, and that this point of view is revealed through the character’s actions. Does this item require close reading? Yes. Students must carefully attend to Moki’s thoughts about the Black Robes, as well as his decision to plant and tend to the seeds to understand that he sees some value in the Black Robes’ seeds. To understand Pope’s POV, they must carefully attend to his actions, both his vocal opposition to the Black Robes as well as his decision to accept the seeds Moki plants. Does the item focus on central ideas and important particulars of the text? Yes. The central theme of “The Tomorrow Seeds” is that cultures can attempt to learn to grow and work together, yet they also must prepare for a future where this does not happen. Understanding each character’s point of view helps students to see how this central idea is developed. Does this item require use of evidence? Yes. Students use indirect textual evidence to make their inferences in columns 2 and 4, and direct textual inference to analyze the points of view in columns 3 and 5. Associated text: “The Tomorrow Seeds” by Diane L. Burns

CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). Anchor Standard 7 stretches the range of readers to consider a more diverse array of how ideas and evidence can be presented and understood. Many otherwise strong readers tend to “skip” the illustrations they find in texts and find refuge in the words. Standard 7 makes clear that college- and career-ready literacy requires that students immerse themselves in the demands of mixed texts in which words are only one source of knowledge. This standard also highlights the transformation of research in the digital age, and makes clear that college- and career-ready literacy requires being an analyst of evidence from diverse sources and formats. At grade 7, as with other grades, text type is important. Students must be given a written text and compare or contrast it with its corresponding audio, filmed, staged, or multimedia version. Note that the verbs in the standard include both “compare and contrast” as well as “analyzing.” In other words, they should consider both how the sources are similar and different, as well as how each medium presents the text in a new and different way. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

How does the picture after paragraph 12 contribute to the meaning of “The Tomorrow Seeds?” By showing the melons and the corn, it reveals the different plans Moki tried to grow on the cliff. By showing Moki cutting the vines on the melons, it emphasizes the challenge of combing two cultures. By showing Moki at work, it highlights the hard work that was necessary to make the corn and melons grow together. By showing the colors of the plants, it demonstrates the beauty of creating something new from diverse groups. Let’s read this item, which addresses RL.7.7. Answer key: C Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item asks about the relationship between two different mediums (text and a picture), ultimately, the item falls short of alignment. At grade 7, students must consider an audio, filmed, staged, or multi-media version of the same text. So, considering an illustration associated with a text does not meet the expectations of the standard. Associated text: “The Tomorrow Seeds” by Diane L. Burns

Reread stanzas 4 and 5 from the poem and listen again to the reading of the poem.
In the audio recording of “From the Wave,” how does the delivery of stanzas 4 and 5 contrast to the way the poet intends them to be read? The speaker combines lines 16 and 17 by speaking quickly to emphasize the idea that the action takes place in a rushed manner, but the poet breaks the lines into stanzas to imply a pause while the surfers wait until the last moment to take action. The speaker increases the volume of his voice for these two stanzas to show how the action is building, but the poet uses varying line lengths to show both a rise and fall in action. The speaker takes long breaths as he reads the two stanzas to show the anxiety the surfers feel as they wait for the waive, but the poet includes lines 19 and 20 to show that the surfers feel confident about their actions. The speaker delivers the stanzas without emotion to show that the surfers have become one with the wave, but the poet includes the word “triumph” twice to show that successfully riding the wave is an educational experience. Now consider this item, also written to RL.7.7. Answer key: A Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Students must consider how the two different versions of the text, in this case, a poem and a corresponding audio recording, present the same story in unique ways. Note that the item focus on the unique aspects of each source. Students do not simply compare and contrast superficial details, rather, they think deeply about how it is that the medium used impacts the understanding of the message of the poem. Does this item require close reading? Yes, students must listen carefully to the audio recording to identify the pacing between the stanzas, as well as read the text carefully to identify how the line break impacts the overall description of the surfers. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the focus of the poem is the action surfers take as they ride the wave. The item asks students to think about a specific moment in the action of surfing. Does this item require use of evidence? Yes, students must make an inference based on both the text and the recording. Associated text: “From the Wave” by Thom Gunn Associated audio: “From the Wave” by Thom Gunn

Standard 8 does not apply to literature
CCSS.ELA-Literacy.RL.7.8 Standard 8 does not apply to literature

CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. The standards as a whole, and Anchor Standard 9 in particular, go well beyond merely promoting reading comprehension, calling on students to read with the intent of building knowledge. Students must not only grasp what they read but also integrate it into a body of ever-growing knowledge. Building knowledge and vocabulary from the earliest years are essential for students to be able to become college- and career-ready readers of complex text. At grade 7, students must consider a specific pairing: a fictional portrayal of a time with an associated historical account. Note that the standard requires the pairing of informational and literary texts, as opposed to fictionalized reproductions of historical accounts. Students should be considering how the literary task takes information from the informational writing and builds upon it to create a fictional account. Note that students can consider how authors of fiction both “use and alter history,” meaning test items should address the different ways that history is represented in the literary text vs. the informational account. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

Which historical fact is represented in “The Tomorrow Seeds?” The challenges related to planting corn and melons The difficult relationship between the missionaries and Native Americans The visions that each Hopi boy had when he came of age The terrible weather that often destroyed the Hopi people’s crops Consider this item, written to RL.7.9. Answer key: B Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. The item, though based on one text, and asking about its history, does not require the comparison of information from an informational and literary text. The item is not based on multiple texts and therefore does not meet the expectations of the standard. Associated text: “The Tomorrow Seeds” by Diane L. Burns

Bottom Line for Reading for Literature Standards
Questions are based on texts that are of appropriate complexity. They are worthy of students’ attention. (Standard 10) Questions require students to read closely and think deeply about key ideas and specifics of the texts. They are questions worth answering. students to use textual evidence to help them formulate their responses. They help prepare students for the demands of careers and college. (Standard 1)

Reread paragraph 1, below, from “Author’s Note
Reread paragraph 1, below, from “Author’s Note.” When Spanish explorers first reached the desert Southwest in 1539, they were welcomed peacefully by the pueblo Indians calling themselves Hopituh Shi-nu-mu, which means “the peaceable people” or just “the People.” But by 1675, the time of this story, the People, known as Hopi to outsiders, has come to resent the intrusion of the Spanish settlers and governor, and even more strongly, of the missionaries, or Black Robes, who tried to impose a new religion and language. The Spanish were often brutal, but they had also introduced new plants for cultivation, such as watermelon, called kawayvatnga in Hopi. Eventually, the People outlawed even the black robes garden seeds in the effort to reject the new ways. Above, circle two details that help readers better understand why the author had the characters in “The Tomorrow Seeds” dislike the Spanish. Now review this item, also written to RL.7.9. Answer key: “…who tried to impose a new religion and language.” and “The Spanish were often brutal...” Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. First, the item is based on the appropriate text types, an informational text and a literary text. Both sources focus on the same time period, the time when the Spanish missionaries came and began to colonize the Hopi tribe. Further, the item asks students to consider the relationship between the two, specifically, how the literary text reflects the facts about the relationship between the Hopi and the missionaries. Because the text requires students use direct textual evidence, it also aligns to RL.7.1. Does this item require close reading? Yes, students must understand the key ideas from the literary text, specifically that the Spanish missionaries were often harsh and domineering to the Hopi people. This difficult relationship is at the center of “The Tomorrow Seeds,” and the “Author’s Note” provides the historical background to show that the text represents history. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the “Author’s Note” emphasizes the difficult relationship between the Hopi and Spanish missionaries, and the central conflict of “The Tomorrow Seeds” is between the Hopi and Black Robes, or Spanish missionaries. As such, the item focuses on what is most important in each text. Does this item require use of evidence? Yes, students use direct textual evidence to answer the question. Associated text: “Author’s Note” and “The Tomorrow Seeds” by Diane L. Burns

Reading Standards for Informational Text
Now, we turn our attention to the Reading Standards for Informational Text grade 7.

Links to Associated Informational Texts
The informational sample items are written to the texts linked below. To better understand the points made in each item, you should familiarize yourself with each text. Nature by Design by Bruce Brooks “High School Will Keep Starting Too Early. Here’s Why.” By Dan Weissmann and “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau

Diving into the Specific Grade-Level Standards
Remember that Standards 1 and 10 are bookends requiring: all passages to be appropriately complex all items to be answered using textual evidence Items should never be aligned to Standard 1 only. Instead, items should be aligned to Standard 1 and at least one other standard. Let’s take a closer look at the Reading Standards for Informational Texts for Grade 7.

CCSS.ELA-Literacy.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Anchor Standard 2 asks students to determine themes and central ideas. Unearthing themes and ideas is a product of close reading and careful examination of the text. In some upper grades, Standard 2 expands its focus to the plural “central ideas or themes” and adds a second crucial requirement—that students analyze the development of the ideas and themes. Reading complex texts will often expose more than one central idea, and the emphasis on analyzing their development challenges students to go beyond merely stating ideas to tracing their evolution throughout a text. Standard 2 therefore views unearthing themes and ideas as the product of careful examination of the text. At grade 7, students must consider multiple central ideas. Note the shift from a single central idea at previous grades to multiple central ideas, students should consider how more than one central idea develops over the course of a text. As with the Reading for Literature Standard, students should not simply identify central ideas, but rather, they should analyze HOW the central ideas develop throughout a text. The second part of the anchor standard, assessed separately as noted by the semi-colon that divides the two components, asks students to provide a summary of the text. The demand of summarization in Standard 2 is that students demonstrate their ability to immerse themselves in other peoples’ ideas and experiences, to enlarge their thinking and experience through reading. Note that summarizing texts in chronological order is unlikely to fulfill this goal—students merely recount, in abbreviated form, the time-ordered details in the text without grappling with its ideas. As with the Reading for Literature standard at grade 7, students are asked to provide an objective summary of the text. Objective is defined as “not influenced by personal feelings or opinions in considering and representing facts.” Summaries in grade 7 should be distinct from personal opinions and judgments; students should represent exactly what is presented in the text, and avoid introducing their own perspectives and biases to the any summaries produced. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

Associated text: Nature by Design by Bruce Brooks
Which statement expresses two central ideas of the excerpt from Nature by Design? A young boy explores a neighbors farm, and he sees a wasp house. A young boy is feeling bored, and he tries to imagine what the inside of a wasp house looks like. A young boy looks at a wasp house, and he begins to understand how wasps are like birds. A young boy is fascinated by a wasp house, and he theorizes about its origin and purpose. A young boy cannot find a wasp house, and he decides that someone has put it away. Now consider this item, written to address RI.7.2. Answer key: D Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. While the item does ask for two central ideas, as with other grades, students at grade 7 should both determine theme and analyze how it develops. This item stops short of alignment because it does not require students to analyze how the central ideas develop throughout the text. Associated text: Nature by Design by Bruce Brooks

The following question has two parts. Answer Part A and then answer Part B. Part A: Which statement best expresses two central ideas of the excerpt from Nature by Design? A young boy explores a neighbor’s farm, and he sees a wasp house. A young boy is feeling bored, and he tries to imagine what the inside of a wasp house looks like. A young boy looks at a wasp house, and he begins to understand how wasps are like birds. A young boy is fascinated by a wasp house, and he theorizes about its origin and purpose. Part B: Which detail from the passage provides the best support for the correct answer to Part A? Although the narrator does not know the family living next to his country relative very well, they let him walk around their farm. The narrator becomes more comfortable near the wasps, and the wasps become used to having the narrator observing them. The compact shape, the color changes on the surface, and the sticky stem holding it in place convince the narrator that the wasp house hadn’t just grown but someone had made it. Although the narrator’s visit to his country relative ends in late summer, he does not forget about the wasp house. Let’s consider this item, also written to RI.7.2. Answer key: Part A: D; Part B: C Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. It asks students to first identify multiple central ideas from the text, and then find textual evidence to show the development of the central ideas. The item extends upon the example on the previous slide by asking students to find the textual evidence that shows how the central ideas develop. Because the item requires students make and support a text-based inference, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully read the text to understand that the central ideas relate not only to the discovery of the wasp house, but also that the discovery leads to a larger questioning about the origins of the wasp nest. Close reading is essential to understanding the details of the text, specifically, the narrator’s fascination with the color, shape, and size of the wasp house (the correct answer to Part B). Close reading is also essential to understanding how the narrator’s attitude contributes to and develops the central idea. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the item specifically asks students to consider the central ideas from the text. Does this item require use of evidence? Yes, students base their inference on the text and support it with indirect textual evidence, paraphrases of details from the text. Associated text: Nature by Design by Bruce Brooks

Drag details from the “Important Details” box to the “Summary” box to create a summary of the text. Be sure to place the details in the order in which they appear in the text. You will use each detail one time. Summary Important Details Researchers think schools should start later for teenagers. People do not want young children waiting out in the dark early in the morning. One way to improve student performance is to start school later in the day. Transportation is the main reason high schools have not changed their start times. Now consider this item, also addressing RI.7.2, this time the summarization element of the standard. Answer key: Researchers think schools should start later for teenagers. One way to improve student performance is to start school later in the day. Transportation is the main reason high schools have not changed their start time. People do not want young children waiting out in the dark early in the morning. Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item asks students to summarize the text, ultimately, all students are asked to do is order information. Students should be challenged to truly summarize key ideas from a text, not simply organize key details. It is important for summaries to allow someone who has not read the text to come away with an understanding of the central ideas. The summary on the page simply lists important facts from the text, it does not allow readers to understand the overall meaning. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann

Which sentence provides the best summary of the text?
There are many reasons schools will not change their start time. Despite significant research showing the benefits of adjusting high school start times, schools have found it difficult to make the change. Research recently released supports the decision many high schools have made to adjust their start time to better reflect teenage sleep cycles. Changing school start times is relatively easy compared to other proposed school reforms. Now also consider this item to the summarization element of RI.7.2. Answer key: B Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Though the correct answer does not include every significant detail from the text, it does provide a general overview of the different points the author makes regarding school start times. A student who correctly answers this question clearly demonstrates an understanding of the key takeaways of the text. Because the item is text based and requires students use the details of the text to make their inference, it is also aligned to RI.7.1. Does this item require close reading? Yes, students must carefully attend to the details of the text to be able to provide a thorough, objective summary of the key ideas and essential understandings of the text. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the item asks for a summary of the text, and the correct answer focuses on the central ideas from the article. Does this item require use of evidence? Yes, students use indirect textual evidence to make their inference. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann

CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). As with all grades, Anchor Standard 3 requires students to perform a specific kind of careful reading when examining a text: Students are not asked merely to take away the high points and identify the key figures present, but they are also asked to plunge into the text to see how ideas and individuals grow and change throughout. The requirement to analyze a set of ideas or sequence of events is not merely to restate them, but rather to comprehend how they evolve and interact over time. Nor does the standard ask students to study ideas, events, and individuals in isolation from one another; instead students are specifically charged with analyzing and explaining the interactions and relationships among them. Because a text, in essence, comprises the interaction of these factors, fulfilling this standard means students truly are analyzing the text itself. As with the Reading for Literature standard, at grade 7, students consider the interaction between elements of a text. Items should not simply identify important ideas, events, or ideas, but rather, think about how they build upon one another, work together, and relate to create a complex account. It is important to note that items can ask students to consider how the same elements interact (e.g., how two individuals relate to one another, or how two events build upon each other). Items can also ask students to think carefully and deeply about how differing elements relate/interact over the course of the text. The key in this standard is the analysis; students should not be labeling elements of informational text. Rather, they should be thinking about the interaction among elements. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

In paragraph 9, what discovery does the narrator make? It is difficult to climb down the ladder. Tobacco leaves are beautiful in the winter. The wasp house has fallen to the ground. Jumping off of a ladder is exciting. Review this item, written to RI.7.3. Answer key: C Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item attempts to get students thinking about the narrator and a specific event from the text, ultimately, it falls short. The answer to the question is answered directly in the text (There, lying dry and separate on the leaves, was the wasp house). So, there is no analysis of the relationship between the speaker and this event, nor how this discovery impacts the text. Because the item does not get to the analysis of interactions as required by the standard, it does not align. Associated text: Nature by Design by Bruce Brooks

The following question has two parts. Answer Part A and then answer Part B. Part A: In paragraph 1, what does the reader learn about the young boy’s character that has the greatest influence on the events of the passage? He does not have a close relationship with his family. He does not fear strange places. He is content to be alone. He is very curious. Part B: Which detail from the passage best supports the correct answer to Part A? “There was no fruit or fungus.” “The troubling thing was figuring out who designed it, and why.” “We arrived at night, but first thing in the morning I made straight for the farm and its barn.” “I sagged on the ladder and watched my breath eddy around the black eaves.” And now review this item, also written to address RI.7.3. Answer key: Part A: D; Part B: B Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. It asks students to think about how a key element of the text, the narrator’s natural curiosity, has an influence on the rest of the text. Students who can successfully answer the question have demonstrated an understanding of how one element of the text helps to build the entire complex account. Because students make and support a text-based inference, the item also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to the details BOTH in paragraph 1 and throughout the rest of the text. Students must determine the key ideas of the text, specifically that the narrator’s natural curiosity drives his entire description of the discover of the wasp’s nest. Does the item focus on the central ideas and important particulars of the text(s)? Yes, students must be able to determine the central idea of the text to have an understanding of which element of the narrator’s personality has the greatest influence on the text. Does this item require use of evidence? Yes, students use indirect textual evidence to make their inference in Part A, and direct textual evidence to support their inference in Part B. Associated text: Nature by Design by Bruce Brooks

CCSS.ELA-Literacy.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. As mentioned with RL.7, Anchor Standard 4 asks students to use context to determine word meaning. Students can be directed to determine the meaning of figurative, connotative, or technical words and phrases. Technical meaning refers to the domain specific words that have a specific meaning in informational texts. Think about a word like “expression” or “product” in math, or “range” in science. These words are important words for students to know and understand, and they are multiple meaning words. They have a specific technical meaning when used in certain circumstances. In the upper grades, including grade 7, students are also directed to analyze the impact of word choice on meaning or tone. Assessing the function of specific words is a crucial element in comprehending a text and appreciation of how great authors work hard to say exactly what they mean. Standard 4 asks students to read as an author does, alert to the impact of specific word choices on meaning and tone of the text. Note that Standard 4 is not a place to ask students to simply identify the tone of the text. Instead, they are focusing on the impact of carefully chosen words and phrases on this crucial element of texts. As with the reading for literature standard, at grade 7, students should determine the meaning of words/phrases where there is sufficient context to infer meaning. The reading for information standard adds the option of determining technical meaning. Technical meaning refers to the domain specific words that have a specific meaning in informational texts. Think about a word like “expression” or “product” in math, or “range” in science. These words are important words for students to know and understand, and they are multiple meaning words. They have a specific technical meaning when used in certain circumstances. As with the RL standard, students can also be challenged to think about how individual words impact the meaning and tone of the text. NOTE: It is often the case that Language Standards 4, 5, or 6 may be applied to vocabulary items, depending on the focus of the item. It is perfectly acceptable to have multiple standards assigned to one vocabulary item. Please see CCSSO Criteria for High-Quality Assessment, specifically Criterion B6, for additional information about assessment of vocabulary. (available here: The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

What does the word eaves mean as used in the text? The part of a building where wasps tend to build their nests An upstairs loft, common of many barns The part of the roof that meets or overhangs the walls of a building A storage area for a ladder Let’s read this item, written to RI.7.4. Answer key: C Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though “eaves” is used several times throughout the text, there is not sufficient context to determine what it means as an architectural feature. Students cannot use context to determine meaning, because the context within the text is not sufficient. Associated text: Nature by Design by Bruce Brooks

The following question has two parts. Answer Part A and then answer Part B. Part A: What does the word jaunts mean in Nature by Design? A short walk A route for a journey A circuit to complete A mandatory exercise Part B: Which excerpt from the text best helps the reader understand the meaning of jaunts? “…I climbed up a ladder on the outside of a rickety old tobacco barn at sunset.” “…though we did not really know the farm’s family…” “…I was allowed to roam, poke around, and conduct sudden studies of anything small and harmless.” “…I did find something under the eaves—something very strange.” Consider this item, also addressing RI.7.4. Answer key: Part A: A; Part B: C Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Students determine the meaning of a word from the text, but, underline the previous item, there is sufficient context for students to determine the meaning. The word jaunts is included as part of the paragraph where the narrator describes his roaming around the neighbor’s farm, as is evident in Part B of the item. Because students determine meaning of a word with sufficient context, the item is well aligned to Standard 7. The item requires students make a text-based inference, and support it with textual evidence, so it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to both the sentence containing the target word as well as the surrounding context in paragraph 1 to determine the meaning of jaunts. Does the item focus on the central ideas and important particulars of the text(s)? Yes, one central idea of the text is the narrator’s natural curiosity. The evening walks to the farm allow him to discover the wasp nest. So, asking students to determine the meaning of jaunts focuses the reader to consider how the narrator came to the wasp nest. Does this item require use of evidence? Yes, students use indirect textual evidence to make their inference in Part A, and direct textual evidence in Part B. Associated text: Nature by Design by Bruce Brooks

Which excerpt from paragraph 2 of Nature by Design is an example of a simile? “…It appeared to be a kind of gray paper sphere” “…like an apple made of ashes hanging on its stem.” “I saw that the bottom was a little ragged…” “…its intricately colored surface with subtle swirls of gray and tan…” Let’s consider this item, addressing the second part of RI.7.4. Answer key: B Does this item align to the specifics of the grade 7 standard? No, the item does not align to the grade 7 standard. The item falls short of alignment to the second part of the standard, as students are simply labeling an example of figurative language. The item does not require students to consider meaning of these phrases or think about how the phrases impact the text. Associated text: Nature by Design by Bruce Brooks

In paragraph 2, how does the author’s use of the phrase “like an apple made of ashes” contribute to the meaning of the passage? The phrase helps explain the color and weight of the wasp house. The phrase helps explain the size and shape of the wasp house. The phrase helps explain how the wasp house was attached to the barn. The phrase helps explain why the boy found the wasp house interesting. And now let’s review this item, which also addresses the second part of RI.7.4. Answer key: B Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Students do not label the instance of figurative language. Instead, they think about how the phrase impacts the text. While students are not asked to specifically infer meaning of the phrase, instead, they consider the way it is that the words chosen, the description itself, impacts the text. It also aligns to RL.7.1, in that it requires students make an inference based on the text. Does this item require close reading? Yes, students must carefully attend to both the target phrase, as well as the overall description of the wasp nest, in order to understand that the target phrase is actually descriptive of the size and shape of the nest. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the focus of the article is the author’s experience with the wasp nest, including his observation of the nest. This item focuses students in on the description of the nest. Does this item require use of evidence? Yes, students use textual evidence to make their inference. Associated text: Nature by Design by Bruce Brooks

CCSS.ELA-Literacy.RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. Although standards for teaching and assessing reading have traditionally included structure, Anchor Standard 5 includes an unusual dimension that illustrates the increased rigor at the heart of the standards. Standard 5 does not just ask that students “analyze the structure” of a given text but also that they account for “how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.” The standard moves students beyond merely identifying structural features of a text to analyzing how sentences connect to other sentences, paragraphs to other paragraphs, and chapters cohere into a whole. Understanding how each part of a specific text fits together leads to a deep grasp of how those parts work together to form a whole, individual text for a specific purpose. One of the simplest questions one can ask about a text that goes to the heart of reading comprehension is “what is the role of this sentence, paragraph, or section of the text—how does it advance or develop its meaning or purpose?” As all texts have a structural backbone, asking questions about text structure can equally serve to illuminate a story, poem, or play. At grade 7, students consider how an author organizes a text. They think about how individual sections of a text contribute to the whole. Students should consider how it is that the smaller sections build to create a complex account. Also important is the consideration of how the smaller sections help to develop ideas. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

What is the organizational structure of paragraphs 2, 3, 4, and 5? Chronological order Main idea and supporting details Compare and contrast Order of importance Let’s look at this item which addresses RI.7.5. Answer key: A Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. This item does not get students to think about how it is that the organizational structure builds the ideas within the text. Though students are considering a smaller section of the text, they do not consider how the section relates to others or contributes to the overall meaning or development of ideas. Associated text: Nature by Design by Bruce Brooks

The following question has two parts. Answer Part A and then answer Part B. Part A: What is the organizational structure of paragraphs 2, 3, 4, and 5? Paragraphs 2 and 4 describe what the boy saw; paragraphs 3 and 5 describe what the boy thought about. Paragraphs 2 and 4 describe the wasp house; paragraphs 3 and 5 describe a bird house. Paragraphs 2 and 4 describe how the wasps build a house; paragraphs 3 and 5 describe why they build a house. Paragraphs 2 and 4 describe what the boy understood; paragraphs 3 and 5 describe what the adult man now understands. Part B: Which sentence best explains how the paragraphs contribute to the development of the text? The paragraphs explain what the narrator had to overcome to find the wasp nest. The paragraphs reveal why the narrator was so fascinated with the wasp nest. The paragraphs show why the narrator was so afraid of the wasps that surrounded the nest. The paragraphs establish how the narrator found the wasp nest. And now let’s review this item, also written to RI.7.5. Answer key: Part A: A; Part B: B Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. Though the question is the same as the previous item, the answer options allow students to consider how it is that the individual paragraphs develop the meaning. The answer options in Part A talk specifically about the paragraphs as they relate to one another, while the answer options in Part B speak to the development of ideas throughout the overall text. Because the item asks students to make a text-based inference, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully analyze both the target paragraphs to understand how they are organized, as well as the rest of the text, to understand how the target paragraphs relate to the central ideas. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the text is primarily about the narrator’s observations of a wasp nest, as well as his reflections on how the nest came to be. This item asks students to consider how it is that the structure of the text develops that idea. Does this item require use of evidence? Yes, students use indirect textual evidence to make their inference. Associated text: Nature by Design by Bruce Brooks

CCSS.ELA-Literacy.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Looking at Standard 6 across the grade levels, one would see a common thread of perspective and/or point of view. What unites the standard across all grade levels is the conviction expressed in Standard 6 that grasping the point of view or purpose is essential to grasping how the “content and style” of the text emerge. Indeed, the anchor standard makes clear that in all of these cases it is not enough to identify the purpose or point of view; the standard asks students to move beyond the mere labeling of a text to assessing the impact of point of view and purpose on how readers perceive and grasp the meaning. Standard 6 provides an excellent example of how reading closely goes beyond looking for what is directly stated. At grade 7, students think specifically about the author’s point of view/purpose. Note that the standard includes an “and,” so items should challenge students to analyze a text to determine how the author distinguishes his or her point of view or perspective from that of others. Students should consider the ways that an author creates his or her own unique point of view or perspective. Note that this does not require a text with multiple overt points of view. Instead, authors must clearly craft their own points of view in a text. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

He believes that school should consider moving start times back.
Which sentence best states the author’s perspective on school start times? He wants school leaders to figure out a cost-effective way to change start times for all students. He believes that school should consider moving start times back. He understands that there are expenses preventing schools from changing their start times. He hopes that schools will begin to use more busses so that all children can start at a reasonable hour. Let’s look at this item, written to RI.7.6. Answer key: B Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. The item falls shot of alignment in that it does not require students to both determine the author’s perspective as well as consider how the author distinguishes his perspective from that of others. The item simply asks for identification of author’s perspective; it is missing the essential consideration of how it is distinct. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann

He believes that school should consider moving start times back.
The following question has two parts. Answer Part A and then Answer Part B. Part A: Which sentence best states the author’s perspective on high school start times? He wants school leaders to figure out a cost-effective way to change start times for all students. He believes that school should consider moving start times back. He understands that there are expenses preventing schools from changing their start times. He hopes that schools will begin to use more busses so that all children can start at a reasonable hour. Part B: Select two sentences that explain how the author develops his perspective. He highlights the research supporting adjusting start times. He provides graphs that show the numbers of schools starting before 8:00 am. He provides quotations that explain why schools are unable to move start times back. He describes the different expenses associated with changing school start times. He notes places where school start times are more likely to change. Now consider this item which is also written to address RI.7.6. Answer key: Part A: B; Part B: A, E Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. This item addresses both parts of the standard. In Part A, students determine the author’s perspective on the key issue from the article, high school start times, and in Part B, they consider how the author develops that perspective. They think about the different elements from the text, including how the author begins and ends the piece, in order to think about the development of the point of view. Because the item requires a text-based inference, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to the details of the text to understand the author’s point of view toward start time. As the article is an overview of an issue, the author’s perspective is not explicitly stated. Students must consider how the structure of the piece reveals the author’s perspective. This takes careful reading and analysis. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the text is about the issue of school start times. This item asks students to consider how the author reveals his perspective about the issue. Does this item require use of evidence? Yes, students use indirect textual evidence to make their inference. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann

CCSS.ELA-Literacy.RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Remember, Anchor Standard 7 stretches the range of readers to consider a more diverse array of how ideas and evidence can be presented and understood. Many otherwise strong readers tend to “skip” the charts, graphs, equations they find in texts and find refuge in the words. Standard 7 makes clear that college- and career-ready literacy requires that students immerse themselves in the demands of mixed texts in which words are only one source of knowledge. This standard also highlights the transformation of research in the digital age, and makes clear that college- and career-ready literacy requires being an analyst of evidence from diverse sources and formats. At grade 7, the standard calls for a specific pairing. Students must consider a text and an associated multi-media version: for example, a filmed version of a speech and its associated text. Students should not be asked to simply identify points of similarity, but rather, they should think about how it is that the specific format of the given version reveals different information or uses different techniques to emphasize different points. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

Which fact is included in the article but not in the recording?
The number of charter schools that plan to change their start times The role that the American Academy of Pediatrics plays in research regarding high school students The importance of transportation in what time a high school starts The percent of US high schools starting at different times Let’s review this item, written to RI.7.7. Answer key: D Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. This item does not require students to consider how the medium used impacts the information shared; they simply look for a detail that is present in one source and not the other. This item does not reach the level of analysis of the sources that is required by the standard. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann

Which source, the radio recording or the written text, is more effective in sharing information regarding school start times? Write an essay that argues which method of delivery (speech vs. text) is most effective in communicating the issues surrounding school start times. Use details from both the recording and the text to support your answer. Now consider this item, also addressing RI.7.7. Answer key: [This item is meant to address alignment to standard only, so it is not accompanied by scoring information. A scoring rubric/top score response should accompany items being reviewed.] Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. In the item, students consider appropriate texts, a radio recording of a story, and its accompanying transcript. Beyond being written to the appropriate types of source, the item asks students to think about how it is that each medium presents the same concept. Students can pick up on the conversational tone of the recording, as well as how the recording allows them to actually hear the quoted experts, or how the text is able to include graphics to expand their learning about the topic. Because the item requires students make and support a text-based inference, it also aligns to RL.7.1. Finally, as students are expected to write an argumentative essay, it also aligns to W.7.1 Does this item require close reading? Yes, students must both carefully read the text, as well as closely listen to the recording, to understand how the different presentation of information impacts the understanding of the content. Does the item focus on the central ideas and important particulars of the text(s)? Yes, students are asked to think about which source presents the information best. In doing so, they consider which is more effective at giving a message about school start times, the central idea of the text. Does this item require use of evidence? Yes, students are asked to use direct textual evidence from both sources to support their answer. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann Associated audio: “High Schools Will Keep Starting Too Early. Here’s why.” NPR.org

CCSS.ELA-Literacy.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Anchor Standard 8 articulates the demand for rigorous precision that courses through the standards. By demanding that students understand the connections between sentences and paragraphs, the standard promotes deeper understanding of the relationships and support the author includes. At grade 7, as students think deeply about claims, they should be expected to both trace (describe an argument or claims and how they are developed) and evaluate (make a judgment about the author’s use of evidence in supporting a claim or argument). Specifically, students should attend to whether evidence is relevant to the claim and if it sufficiently supports the claim enough to justify its accuracy. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

Which sentence states the author’s primary claim in the article?
The primary reason schools should adjust start times is to save money on transportation. Students in elementary school also benefit from changing school start times because they have more energy in the morning. An increasing body of research supports the idea that starting school later in the day has significant benefits for teenagers. Teenagers miss fewer classes when they begin school later in the day. Let’s review this item, written to RI.7.8. Answer key: C Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. Though the item does get students to think about the claims in the text, it does not ask them to think about how the claim develops, nor if there is relevant support for the claim. Students are not challenged to think about the validity of the evidence as it relates to the claim, so the item falls short of alignment. Associated text: “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau

Teenagers miss fewer classes when they begin school later in the day.
The following question has two parts. Answer Part A and then Answer Part B. Part A: Which sentence states the author’s primary claim in the article? The primary reason schools should adjust start times is to save money on transportation. Elementary school students also see benefit from changing school start times because they have more energy in the morning. Increasing evidence from schools supports the idea that changing school start times has significant benefits for teenagers. Teenagers miss fewer classes when they begin school later in the day. Part B: Select two sentences that describe the evidence the author uses most effectively to develop her claim. She includes stories from individual students who have benefitted from later start times. She cites researchers who track the effect of school start times on teenagers. She explains the negative effects later start times have on transportation companies. She explains how many different students would be impacted by changing school start times. She highlights the positive effects later start times have had in specific school districts. Now consider this item, also written to address RI.7.8. Answer key: Part A: C; Part B: B, E Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. In the item, students describe the author’s primary claim, but also consider the type of evidence the author uses to make it. In doing so, they evaluate the author’s ability to wield different types of evidence to make her point. Because the item requires students make a text-based inference, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to both Trudeau’s claim as well as its development over the course of the text. They must think about how the quotes from researchers like Kyla Wahlstrom and stories from school districts like Jasmine County build the author’s overall claims. Does the item focus on the central ideas and important particulars of the text(s)? Yes, students are directly asked for the author’s main claim in Part A. In Part B, they consider the important particulars that develop the claim. Does this item require use of evidence? Yes, students must use indirect textual evidence to make their inference. Associated text: “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau

CCSS.ELA-Literacy.RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. The standards as a whole, and Anchor Standard 9 in particular, go well beyond merely promoting reading comprehension, calling on students to read with the intent of building knowledge. Students must not only grasp what they read but integrate it into a body of ever-growing knowledge. Standard 9 is a key place where that knowledge building is required, as students look for the relationships between and across texts. Students must not simply compare and contrast two different texts, but instead analyze the relationship and how the content of one text builds upon another. At grade 7, a specific type of comparison is required in that both texts must address the same topic, but present different evidence. Note that a contrasting viewpoint is not required, as students are not asked to identify how authors differ in their perspective. Instead, students must consider how multiple authors “shape their presentations of key information.” Students can be asked to think about this in a variety of ways: They can be challenged to think about how authors present different information on a topic, or they can consider how authors use the same information but interpret it in a different way. The next few slides will look at examples of items that are supposed to align to this standard. We will review the items closely and discuss whether or not we think they do.

The author of the article argues that it is important to move high school start times back. Which fact would someone who does not want to move school start times back emphasize? “The AAP says this is a public health issue: Sleep deprived teenagers are more likely to crash cars, get depressed, and become obese. Also, they may not do as well in school.” “’Among all the things schools could do to increase student performance, this is one of the less expensive ones,’ says Brian Jacob, an economics and public-policy professor at the University of Michigan, one of the study's co-authors.” “’There were exactly zero of us who were prepared to have five-year-olds on the street in the dark.’” “She says later start times probably work better for smaller districts, with fewer buses to run.” Review this item, written to RI.7.9. Answer key: C Does this item align to the specifics of the grade 7 standard? No, this item does not align to the grade 7 standard. The item, though text based, does not require students actually to read a second account. Because students are not comparing HOW the different authors emphasize the facts differently, they do not think about how the information builds different accounts. The item does not challenge students to look across texts to think about different presentations of information or how the AUTHOR (not the reader) emphasizes the information. Associated text: “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann

Both authors support the idea of moving school start times to later in the morning. Each author uses different evidence to support this claim. Write an essay that explains each author’s overall claim and how he or she advances his or her unique perspective regarding school start times. Use details from both texts to support your answer. Now consider this item, also written to RI.7.9. Answer key: C Does this item align to the specifics of the grade 7 standard? Yes, this item is well aligned to the grade-level standard. In this item, students are first directed to look at an issue shared across both texts: the general agreement that it is better for high school students to start class later in the day. Students are then directed to consider the evidence. They think about how each author develops this claim, and the evidence he or she uses to do so. Because the item requires students make a text-based inference, it also aligns to RL.7.1. Does this item require close reading? Yes, students must carefully attend to each author’s argument about why it is better for teenagers to start later in the day in order to successfully answer the question. Does the item focus on the central ideas and important particulars of the text(s)? Yes, the item asks students to think carefully and deeply about the overall claim made in each text. Does this item require use of evidence? Yes, students are asked to use direct textual evidence to support their answers. Associated texts “High School Will Keep Starting Too Early. Here’s Why” by Dan Weissmann and “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau

Bottom Line for Reading for Information Standards
Questions are based on texts that are of appropriate complexity. They are worthy of students’ attention. (Standard 10) Questions require students to read closely and think deeply about key ideas and specifics of the texts. They are questions worth answering. students to use textual evidence to help them formulate their responses. They help prepare students for the demands of careers and college. (Standard 1)

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Grade 7: Common Core State Standards Alignment Guidance

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Grade 7: Common Core State Standards Alignment Guidance

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