Standards Map for Program 1 Basic ELA, Kindergarten...

© California Department of Education – SBE Approved CA Common Core State Standards Map – Grade Seven of 19

Revised: 02/02/2015

Publisher: The College Board Program 1: CA CCSS for ELA

Program Title: SpringBoard English Language Arts

Components: Abbreviation

SpringBoard English Language Arts Student Edition, Grade 7 ELA SE

SpringBoard English Language Arts Teacher Edition, Grade 7 ELA TE

SpringBoard Writing Workshop with Grammar Activities Student Edition, Grade 7 WWGA SE

SpringBoard Writing Workshop with Grammar Activities Teacher Edition, Grade 7 WWGA TE

SpringBoard Close Reading Workshop Student Edition, Grade 7 CRW SE

SpringBoard Close Reading Workshop Teacher Edition, Grade 7 CRW TE

SpringBoard Digital Teacher Resources SBD TR

SpringBoard Digital Assessment SBD A

Standards Map for Program 1 Basic ELA, Kindergarten Through Grade Eight Grade Seven – California Common Core State Standards for English Language Arts Standards

This basic grade-level program is the comprehensive curriculum in English language arts for kindergarten through grade eight. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA adopted by the SBE August 2010, and modified March 2013. It addresses the needs of students working at or near grade level. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.

Standard Standard Language Publisher Citations

Meets Standard Reviewer Comments,

Citations, and Questions Y N

LITERATURE

Key Ideas and Details

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELA SE: Unit 1: 1.3 (pp. 9–12), 1.11 (p. 55), 1.15 (p. 73); Unit 3: 3.2 (p. 164), 3.3 (pp. 165–167), 3.5 (p. 173), 3.10 (p. 191), 3.14 (pp. 203–205); Unit 4: 4.5 (pp. 280–281), 4.12 (pp. 311–312), 4.14 (pp. 321–322)

ELA TE: Unit 1: 1.11 (pp. 47, 48, 50–53), 1.14 (p. 66); Unit 3: 3.2 (p. 164), 3.3 (pp. 165–167), 3.5 (p. 173), 3.9 (pp. 188–190); Unit 4: 4.5 (pp. 278–

Publisher: Program 1: CA CCSS for ELA Program Title: Components:

© California Department of Education –SBE Approved CA Common Core State Standards Map – Grade Seven of 19

Revised: 02/02/2015




280), 4.12 (p. 312), 4.14 (pp. 320–321)

CRW SE: Workshop 3: Act. 1 (p. 37–38), Act. 2 (p. 40–41) Act. 3 (pp. 43–44); Workshop 4: Act. 1 (pp. 50–53), Act. 2 (p. 55), Act. 3 (pp. 57-58)

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.

ELA SE: Unit 1, 1.3 (p. 13), 1.4 (p. 14–19); Unit 3: 3.8 (pp. 185–186), 3.20 (pp. 231–232); Unit 4: 4.2 (pp. 252, 258), 4.9 (p. 303); Graphic Organizer (p. 374) ELA TE: Unit 4: 4.9 (p. 303) CRW SE: Workshop 3: Act. 1 (p. 39), Act. 3 (p. 45); Workshop 4: Act. 3 (p. 59)

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

ELA SE: Unit 1: 1.11 (pp. 46, 53–56), 1.12 (p. 57, 60), Unit 3: 3.4 (p. 168), 3.12 (pp. 197–199), 3.14 (pp. 203–205), EA 1 (pp. 207); Unit 4: 4.13 (pp. 314–317) ELA TE: Unit 1: 1.11 (pp. 48); Unit 4: 4.13 (pp. 316–317)

Craft and Structure

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. (See grade 7 Language standards 4–6 for additional expectations.) CA

ELA SE: Unit 1: 1.3 (pp. 9–13), 1.8 (pp. 34–36), 1.14 (pp. 65–67); Unit 3: 3.8 (pp. 185–186), 3.11 (pp. 194–195), 3.13 (pp. 200–201); Unit 4: 4.2 (pp. 251–252, 260), 4.5 (pp. 275–276, 282), 4.6 (pp. 283, 286), 4.9 (pp. 303), Graphic Organizers (p. 360, 385, 387) ELA TE: Unit 1: 1.3 (pp. 10–11, 13), 1.14 (p. 66); Unit 3: 3.11 (p. 195), 3.13



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(p. 201–202)

CRW SE: Workshop 3: Act.1 (p. 37), Act. 3 (p. 43), Act. 4 (p. 45); Workshop 4: Act. 1 (p. 50), Act. 3 (p. 57)

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

ELA SE: Unit 4: 4.2 (pp. 251–260), 4.5 (pp. 274–276, 282), 4.6 (pp. 285–287) ELA TE: Unit 4: 4.2 (pp. 258–259), 4.6 (p. 285) CRW SE: Workshop 3: Act. 1 (p. 38–39), Act. 3 (p. 45)

RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

ELA SE: Unit 1: 1.4 (p. 19); Unit 3: 3.5 (pp. 172, 174–175); Unit 4: 4.6 (p. 287) ELA TE: Unit 1: 1.4 (p. 15) CRW SE: Workshop 4: Act. 1 (pp. 52–53), Act. 3 (p. 59)

Integration of Knowledge and Ideas

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).

ELA SE: Unit 4: 4.11 (pp. 308–310), 4.14 (pp. 319, 322–323), 4.15 (pp. 326–328), 4.16 (pp. 329, 334) ELA TE: Unit 4: 4.11 (p. 310), Act. 4.14 (pp. 322–323), 4.16 (p. 334)

RL.7.8 (Not applicable to literature)

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.

ELA SE: Unit 3: 3.7 (pp. 179–183); Unit 4: 4.7 (pp. 289–296) ELA TE: Unit 4: 4.7 (pp. 290–295)



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Range of Reading and Level of Text Complexity

RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA SE: To the Student (p. xi–xii); Unit 1: Unit Overview (p. 1), 1.1 (pp. 4, 6–7); 1.9 (p. 39), 1.10 (p. 43), 1.15 (p. 76); Unit 3: Unit Overview (p. 159), 3.11 (p. 195); Unit 4: Unit Overview (p. 247); Resources (pp. 338–344, 374, 375) ELA TE: To the Teacher (p. x–xi); Unit 1: Planning the Unit (p. 1f), Table of Contents (p. 3), 1.9 (p. 39), 1.15 (p. 76); Unit 3: 3.14 (p. 206) CRW SE: Workshop 3 (pp. 35–46), Workshop 4 (pp. 47–60)

INFORMATIONAL TEXT

Key Ideas and Details

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELA SE: Unit 1: 1.5 (p. 25); Unit 2: 2.2 (pp. 85–86), 2.4 (pp.94–96), 2.6 (p. 105), 2.7 (p. 110), 2.8 (pp. 116–117), 2.13 (pp. 143–144); 2.14 (pp. 147–150); Unit 3: 3.15 (p. 210), 3.17 (pp. 215–218), 3.19 (p. 225–226), 3.20 (pp. 234, 237) ELA TE: Unit 2: 2.6 (p. 104) CRW SE: Workshop 1: Act. 1 (pp. 5-6), Act. 3 (pp. 13); Workshop 2: Act. 1 (pp. 21–22), Act. 3 (pp. 30–32)

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.

ELA SE: Unit 1: 1.15 (p. 70); Unit 2: 2.3 (p. 91); Unit 3: 3.17 (p. 218); Unit 4: 4.7 (p. 290)



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ELA TE: Unit 2: 2.3 (p. 89); 2.8 (p. 117); Unit 3: 3.17 (p. 216) CRW SE: Workshop 1: Act. 1 (pp. 7), Act. 3 (pp. 13); Workshop 2: Act. 1 (pp. 23), Act. 3 (pp. 32–33)

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).

ELA SE: Unit 1: 1.5 (pp. 24–25); Unit 2: 2.11 (pp. 129–130), 2.12 (pp. 2.13 (pp. 141–145); Unit 3: 3.20 (pp. 233–237) ELA TE: Unit 2: 2.11 (p. 129) CRW SE: Workshop 1: Act. 1 (pp. 7), Act. 3 (pp. 15); Workshop 2: Act. 1 (pp. 24), Act. 3 (pp. 32–33)

Craft and Structure

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. (See grade 7 Language standards 4–6 for additional expectations.) CA

ELA SE: Unit 1: 1.5 (p. 24); Unit 2, 2.13 (pp. 143), 2.15 (p. 156); Unit 4: 4.7 (p. 290); Graphic Organizer (p. 395) ELA TE: Unit 1, 1.5 (pp. 22–23); Unit 2: 2.13 (pp. 141–142); Unit 3: 3.7 (p. 182); Unit 4: 4.7 (p. 290) CRW SE: Workshop 1: Act. 1 (p. 4), Act. 3 (p. 12); Workshop 2: Act. 1 (p. 20), Act. 3 (p. 29)

RI.7.5a 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.

Analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA

ELA SE: Unit 2: 2.2 (pp. 83–87), 2.3 (pp. 88–91), 2.15 (pp.155–156); Unit 3: 3.19 (pp. 225–229) ELA TE: Unit 2: 2.3 (p. 91) CRW SE: Workshop 1: Act. 2 (p. 8–9)



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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.

ELA SE: Unit 2: 2.6 (pp. 102–105), 2.11 (pp. 129–130), 2.12 (p. 135), 2.13 (pp. 144–145), 2.14 (pp. 147, 149–150); Unit 3: 3.7 (pp. 179, 183), ELA TE: Unit 2: 2.14 (p. 147–149) CRW SE: Workshop 1: Act. 1 (pp. 4–8), Workshop 2: Act. 2 (pp. 25–26)

Integration of Knowledge and Ideas

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).

ELA SE: Unit 2: 2.13 (p. 144); Unit 3: 3.20 (pp. 235–240) ELA TE: Unit 3: 3.20 (pp. 235–239) CRW SE: Workshop 2: Act. 2 (p. 26), Act. 4 (p. 34)

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.

ELA SE: Unit 2: 2.6 (p. 105), 2.11 (pp. 128–130), 2.12 (pp. 133–135), 2.13 (pp. 140–145); 2.14 (p. 150); Graphic Organizer (p. 370) ELA TE: Unit 2: 2.6 (p. 105) CRW SE: Workshop 2: Act. 1 (p. 24), Act. 3 (p. 33), Act. 4

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.

ELA SE: Unit 2: 2.14 (pp. 146–150); Unit 3: 3.17 (pp. 214–219) CRW SE: Workshop 1, Act. 3 (p. 15), Act. 4 (p. 16); Workshop 2: Act. 2 (p. 26),

Range of Reading and Level of Text Complexity



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RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA SE: To the Student (pp. xi–xii); Unit 2: Unit Overview (p. 79), 2.1 (p. 82); 2.9 (p. 120); Unit 3: Unit Overview (p. 159), 3.15 (p. 209), 3.16 (p. 213), 3.20 (p. 231); Resources (pp. 338–344, 374, 401) ELA TE: To the Teacher (pp. x–xi); Unit 2: Planning the Unit (p. 79f) CRW SE: Workshop 1 (pp. 1–16), Workshop 2 (pp. 17–34)

WRITING

Text Types and Purposes

W.7.1a Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. CA

ELA SE: Unit 2: 2.12 (pp. 138–139), 2.13 (pp. 145); EA 2 (pp. 157–158); Graphic Organizer (p. 380) ELA TE: Unit 2: 2.15 (p. 156) WWGA SE: Workshop 2: Act. 2 (pp.18–22), Act. 3 (pp. 24–25) WWGA TE: Workshop 2: Act. 2 (p. 20–22)

W.7.1b Write arguments to support claims with clear reasons and relevant evidence.

Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CA

ELA SE: Unit 2: 2.12 (pp. 138–139), 2.14 (p. 153), EA 2 (pp. 157–158) WWGA SE: Workshop 2: Act. 2 (pp.18–22), Act. 3 (pp. 24–25), Act. 4 (p. 25) WWGA TE: Workshop 2: Act. 2 (p. 20–22), Act. 3 (p. 25)

W.7.1c Write arguments to support claims with clear reasons and relevant evidence.

ELA SE: Unit 2: 2.4 (p. 97), 2.12 (pp. 138–139), 2.14 (p. 153), EA 2 (pp. 157–158); Graphic Organizers (p.



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Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

371–372) ELA TE: Unit 2: 2.4 (p. 97) WWGA SE: Workshop 2: Act. 2 (pp.18–22), Act. 3 (pp. 24–25), Act. 4 (p. 25); Unit 2: Transitions (p. 167)

W.7.1d Write arguments to support claims with clear reasons and relevant evidence. Establish and maintain a formal style.

ELA SE: Unit 2: 2.6 (p. 109), EA 2 (pp. 157–158) ELA TE: Unit 2: 2.6 (p. 109) WWGA SE: Workshop 2: Act. 2 (pp.18–22) WWGA TE: Workshop 2: Act. 2 (p. 21, 23)

W.7.1e Write arguments to support claims with clear reasons and relevant evidence.

Provide a concluding statement or section that follows from and supports the argument presented.

ELA SE: Unit 2: 2.15 (pp. 154–156), EA 2 (pp. 157–158), Graphic Organizer (pp. 376, 393) WWGA SE: Workshop 2: Act. 2 (pp.18–23), Act. 3 (pp. 24–25), Act. 4 (pp. 25–26) WWGA TE: Workshop 2: Act. 2 (p.22)

W.7.2a Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding

ELA SE: Unit 1: 1.3 (p. 13), 1.11 (p. 56); Unit 2: 2.4 (pp. 96–97), 2.5 (p. 101), EA 1 (pp. 121–122); Unit 3: 3.5 (p. 175), 3.6 (p. 177), 3.8 (p. 186); EA 2 (p. 244–245); Unit 4: 4.2 (p. 260); Graphic Organizer (p. 364) WWGA SE: Workshop 3: Act. 2 (pp. 31–32), Act. 3 (pp. 34–35), Act. 4 (p. 35–36)



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comprehension. CA WWGA TE: Workshop 3: Act. 2 (pp. 31–32)

W.7.2b Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

ELA SE: Unit 1: 1.11 (p. 56); Unit 2: 2.4 (p.97), 2.5 (p. 101), EA 1 (pp. 121–122); Unit 3: 3.6 (p.177), 3.8 (p. 186), 3.9 (p. 190), EA 1 (pp. 207–208); Unit 4: 4.13 (p. 318); Graphic Organizer (p. 372) WWGA SE: Workshop 3: Act. 2 (pp. 31–32), Act. 4 (p. 35–36); Workshop 6: Act. 2 (p. 80) WWGA TE: Workshop 3: Act. 2 (pp. 31–32)

W.7.2c Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

ELA SE: Unit 2: 2.4 (p. 97); 2.9 (pp. 118–120), EA 1 (pp. 121–122); Unit 3: 3.6 (p. 177), 3.9 (p. 190), EA 1 (pp. 207–208); Graphic Organizer (p. 371) ELA TE: Unit 2: 2.4 (p. 97); 2.8 (p. 117) WWGA SE: Workshop 3: Act. 2 (pp. 31–32), Act. 4 (p. 35–36); Unit 2: Transitions (p. 167) WWGA TE: Workshop 3: Act. 2 (pp. 31–32)

W.7.2d Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

ELA SE: Unit 1: 1.11 (p. 56); Unit 3: 3.8 (p. 186), EA 1 (pp. 207–208); Unit 4: 4.3 (p. 260) WWGA SE: Workshop 3 (p. 36)



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W.7.2e Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Establish and maintain a formal style.

ELA SE: Unit 2: 2.4 (p. 97), 2.6 (p. 109), 2.18 (118), 2.19 (p. 120), EA 1 (pp. 121–122); Unit 3: EA 1 (pp. 207–208) ELA TE: Unit 2: 2.6 (p. 109) WWGA SE: Workshop 3: Act. 2 (pp. 31–32), Act. 3 (pp. 34–35), Act. 4 (p. 35–36) WWGA TE: Workshop 3: Act. 2 (p. 32)

W.7.2f Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

ELA SE: Unit 2: 2.9 (pp. 119–120), EA 1 (pp. 121–122); Unit 3: 3.6 (p. 178), 3.10 (pp. 193); EA 1 (pp. 207–208) WWGA SE: Workshop 3: Act. 2 (p. 32), Act. 3 (pp. 34–35), Act. 4 (p. 35–36)

W.7.3a Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

ELA SE: Unit 1: 1.5 (p. 26), 1.7 (p. 31), EA 1 (pp. 40–41), EA 2 (pp. 77–78); Unit 4: 4.3 (p. 264), 4.6 (pp. 283–288), 4.7 (pp. 289–297), EA 1 (pp. 298–299); Graphic Organizers (pp. 365, 373) ELA TE: Unit 1: 1.5 (p. 26) WWGA SE: Workshop 4, Act. 2 (pp. 45–49), Act. 3 (pp. 50–51), Act. 4 (pp. 53–54) WWGA TE: Workshop 4, Act. 2 (pp. 46–47)

W.7.3b Write narratives to develop real or imagined experiences or events using effective technique,

ELA SE: Unit 1: 1.5 (pp. 20–26), 1.7 (pp. 30–31), EA 1 (pp. 40–41), EA 2



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relevant descriptive details, and well-structured event sequences.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

(pp. 77–78); Unit 3: 3.2 (pp. 163); Unit 4: 4.3 (p. 264), 4.6 (p. 287), 4.7 (p. 297), EA 1 (pp. 298–299) WWGA SE: Workshop 4, Act. 2 (pp. 45–49), Act. 3 (pp. 50–51), Act. 4 (pp. 53–54) WWGA TE: Workshop 4, Act. 2 (pp. 46–47)

W.7.3c Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

ELA SE: Unit 1: 1.5 (p. 26), 1.6 (pp. 28–29); Unit 4: 4.3 (p. 264), 4.7 (p. 297), EA 1 (pp. 298–299); Graphic Organizers (pp. 383–384) WWGA SE: Workshop 4, Act. 2 (pp. 45–49), Act. 3 (pp. 50–51), Act. 4 (pp. 53–54); Unit 2: Transitions (p. 167)

W.7.3d Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

ELA SE: Unit 1: 1.5 (p. 26), 1.8 (pp. 35–37), EA 1 (pp. 40–41), EA 2 (pp. 77–78); Unit 3: 3.2 (p. 163); Unit 4: 4.6 (p. 288), 4.7 (p. 297), EA 1 (pp. 298–299) ELA TE: Unit 1: 1.8 (pp. 35–37) WWGA SE: Workshop 4, Act. 2 (pp. 47–48) WWGA TE: Workshop 4, Act. 2 (pp. 47–48), Act. 3 (p. 52)

W.7.3e Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Provide a conclusion that follows from and

ELA SE: Unit 1: 1.9 (pp. 38–39), EA 1 (pp. 40–41); Unit 4: 4.7 (pp. 289–297), EA 1 (pp. 298–299) ELA TE: Unit 1: 1.9 (pp. 38–39)



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reflects on the narrated experiences or events. WWGA SE: Workshop 4, Act. 2 (pp. 45–49), Act. 3 (pp. 50–51), Act. 4 (pp. 53–54)

Production and Distribution of Writing

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

ELA SE: Unit 1: 1.4 (p.19), 1.5 (p. 26), 1.6 (p. 29), EA 1 (pp. 40–41), EA 2 (pp. 77–78); Unit 2: 2.4 (p. 97), EA 1 (pp. 121–122), EA 2 (pp. 157–158); Unit 3: 3.6 (p. 177), 3.8 (p. 186), 3.9 (p. 190), 3.10 (p. 193), 3.11 (p. 196), 3.12 (p. 199), Unit 4: EA 1 (pp. 298–299)

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

ELA SE: Unit 1: 1.7 (p. 31), 1.9 (p. 39), EA 1 (pp. 40–41), 1.15 (p. 76), EA 2 (pp. 77–78); Unit 2: 2.9 (pp. 119–120), Unit 3: 3.6 (p. 177), 3.14 (p. 206), EA 1 (pp. 207–208); Unit 4: EA 1 (pp. 298–299); Resources (p. 379) ELA TE: Unit 1: 1.6 (p. 29); Unit 4: 4.2 (p. 260) WWGA SE: Workshop 1, Act. 3 (p. 10, 13); Workshop 2, Act. 2 (p. 23) WWGA TE: Workshop 1, Act. 3 (p. 10)

W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

ELA SE: Unit 3: 3.6 (178); 3.19 (p. 230), EA 2 (pp. 244–245) ELA TE: Unit 3: 3.6 (177–178); WWGA SE: Workshop 1, Act. 2 (p. 12), Workshop 6, Act. 1 (p. 73); Workshop 7, Act. 3 (p. 94)

Research to Build and Present Knowledge



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W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

ELA SE: Unit 1: 1.13 (pp. 63–64); Unit 2: 2.3 (pp. 92–93), 2.12 (pp. 138–139); Unit 3: 3.16 (p. 213), 3.21 (p. 242); EA 2 (pp. 244–245) WWGA SE: Workshop 6 (pp. 77–84)

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

ELA SE: Unit 2: 2.6 (pp. 102–109), 2.7 (pp. 110–111); Unit 3, 3.18 (pp. 221–224), EA 2 (pp. 244–245) WWGA SE: Workshop 6, Act. 2 (pp. 77–81), Act. 3 (pp. 81–83)

W.7.9a Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 7 Reading standards to literature (e.g., “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”).

ELA SE: Unit 1: 1.3 (p. 13), 1.11 (p. 56); Unit 3: 3.4 (p. 170), 3.6 (p. 177), 3.12 (pp. 197–199), EA 1 (pp. 207–208); Unit 4: 4.13 (pp. 314–318) CRW SE: Workshop 3, Act. 1 (p. 39), Act. 3 (p. 45)

W.7.9b Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 7 Reading standards to literary nonfiction (e.g. “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”).

ELA SE: Unit 2: 2.7 (pp. 110–111), EA 1 (pp. 121–122), EA 2 (pp. 157–158); Unit 3: 3.21 (pp. 241–243); Unit 4: 4.7 (pp. 289–297) WWGA SE: Workshop 5 (pp. 55–72) CRW SE: Workshop 1: Act. 3 (p. 15), Act. 4 (p. 16)

Range of Writing

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

ELA SE: Unit 1: 1.2 (pp. 5–8); 1.5 (pp. 20–26), 1.7 (pp. 30–31), EA 1 (pp. 40–41), 1.11 (pp. 46–56); Unit 2: 2.2 (pp. 83–87), 2.5 (pp. 98–101), 2.9 (pp. 119–120), 2.10 (pp. 123–125), 2.14



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purposes, and audiences. (pp. 146–153); Unit 3: 3.3 (pp. 165–167), 3.5 (pp. 172–175), 3.6 (pp. 176–177), 3.7 (pp. 179–184), 3.8 (pp. 185–187), 3.10 (pp. 191–193), 3.13 (pp. 200–202), EA 1 (pp. 207–208); Unit 4: 4.2 (pp. 251–260), 4.6 (pp. 283–288), 4.7 (pp. 289–297), EA 1 (pp. 298–299), 4.13 (pp. 314–318) EA 2 (pp. 335–336)

SPEAKING AND LISTENING

Comprehension and Collaboration

SL.7.1a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

ELA SE: Unit 2: 2.2 (pp. 86–87), 2.5 (pp. 98–99); 2.7 (pp. 110–111), EA 1 (pp. 121), 2.14 (pp. 151–152); Unit 3: 3.3 (p. 167), 3.10 (p. 192); 3.16 (pp. 212–213); Unit 4: 4.4 (pp. 265–271), EA 1 (pp. 298–299); Graphic Organizer (p. 382) ELA TE: Unit 2: 2.2 (pp. 85), 2.5 (pp. 98–99), 2.14 (p. 151), EA 1 (pp. 121)

SL.7.1b Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

ELA SE: Unit 2: 2.2 (pp. 86–87), 2.5 (pp. 98–99), 2.7 (pp. 110–111); Unit 3: 3.10 (pp. 192), EA 2 (pp. 244–245); Unit 4: 4.13 (p. 317)

SL.7.1c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Pose questions that elicit elaboration and respond to others’ questions and comments

ELA SE: Unit 1: 1.6 (p. 27); Unit 2: 2.7 (pp. 110–111), EA 1 (p. 121); Unit 3: 3.7 (pp. 183), EA 2 (pp. 244-245); Graphic Organizer (p. 363) ELA TE: Unit 3: 3.7 (pp. 182–183), EA 2 (pp. 244-245)



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with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.1d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Acknowledge new information expressed by others and, when warranted, modify their own views.

ELA SE: Unit 2: EA 1 (pp. 121–122); Unit 3: 3.10 (pp. 191–193), 3.11 (p. 195); Unit 4: 4.3 (p. 264); Graphic Organizer (p. 382)

SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

ELA SE: Unit 1: 1.8 (p. 35); Unit 2: 2.7 (pp. 110–111); Unit 3: 3.16 (pp. 212–213), 3.19 (pp. 225–227), 3.20 (pp. 235–240); Unit 4: 4.3 (pp. 262–263), 4.10 (pp. 305–307) ELA TE: Unit 2: 2.7 (p. 111)

SL.7.3 Delineate a speaker’s argument and specific claims, and attitude toward the subject, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CA

ELA SE: Unit 2: 2.13 (pp. 143–145), 2.14 (pp. 150–152) ELA TE: Unit 2: 2.13 (p. 143); Unit 3: 3.21 (p. 242) CRW SE: Workshop 2: Act. 1 (pp. 23–24), Act. 3 (p. 33)

Presentation of Knowledge and Ideas

SL.7.4a Present claims and findings (e.g., argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CA

Plan and present an argument that: supports a claim, acknowledges counterarguments,

ELA SE: Unit 1: 1.15 (p. 76); Unit 2: 2.11 (pp. 131–132), 2.14 (pp. 150–153); Unit 3: 3.18 (p. 223), EA 2 (pp. 244–245); Unit 4: 4.4 (pp. 270–271) ELA TE: Unit 1: 1.9 (p. 76), 1.13 (p.63)



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organizes evidence logically, uses words and phrases to create cohesion, and provides a concluding statement that supports the argument presented. CA

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

ELA SE: Unit 1: 1.15 (p. 76); Unit 3: 3.19 (pp. 229–230), EA 2 (pp. 244–245)

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

ELA SE: Unit 2: 2.2 (pp. 86–87), 2.7 (p. 111), 2.14 (pp. 152–153); Unit 4: EA 1 (pp. 298–299), EA 2 (pp. 335-336)

LANGUAGE

Conventions of Standard English

L.7.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of phrases and clauses in general and their function in specific sentences.

ELA SE: Unit 2: 2.12 (p. 138), 2.14 (p. 153); Unit 3: 3.4 (pp. 170-171), 3.8 (pp. 186-187), 3.18 (p. 220) ELA TE: Unit 3: 3.4 (p. 171), 3.8 (p. 187) WWGA SE: Unit 1: Parts of Sentences Overview (pp. 159–160); Unit 2: Prepositional Phrases (pp.165–166); Unit 3: Varying Sentence Structures (pp. 170–171), Phrases (pp. 172–173); Unit 4: Sentences and Sentence Fragments (pp. 178–-179)

L.7.1b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

ELA SE: Unit 2: 2.8 (p. 117), Embedded Assessment 1 (pp. 121–122); Unit 3: 3.7 (p. 184); Unit 4: 4.4 (p. 272) ELA TE: Unit 2: 2.8 (p. 117)

WWGA SE: Unit 3: Varying Sentence



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Structure (p. 170–171)

L.7.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

ELA SE: Unit 2: 2.14 (p. 153); 2.15 (p. 154); Unit 3: 3.21 (p. 243); Unit 4: 4.3 (p. 264) WWGA SE: Unit 2: Correct Modifier Placement (pp. 168–169)

L.7.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

ELA SE: Unit 1: 1.8 (p. 37), Embedded Assessment (pp. 40–41) WWGA SE: Grammar Handbook (p. 151); Unit 4: Parallelism (pp. 176–177)

L.7.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Spell correctly.

ELA SE: Unit 1: EA 1 (pp. 40–41); Unit 2: EA 1 (pp. 121–122), EA 2 (pp. 157–158); Unit 3: EA 1 (pp. 207–208); Unit 4: EA 1 (pp. 298–299)

Knowledge of Language

L.7.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

ELA SE: Unit 1: Activity 1.11 (p. 56); Unit 2: 2.5 (p. 101); Unit 3: 3.6 (p. 178) ELA TE: Unit 4: EA 1 (p. 298) WWGA SE: Unit 3: Active and Passive Voice (pp. 174–175); Unit 4: Writing Concisely (pp. 180–181)

Vocabulary Acquisitions and Use

L.7.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning

ELA SE: Unit 1: 1.11 (p. 54), 1.15 (pp. 69, 70, 73–74); 4.7 (p. 290) ELA TE: Unit 1: 1.11 (pp. 50, 52), 1.15 (pp. 71–74); Unit 4: 4.2 (p. 252); 4.7 (p. 290)



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of a word or phrase.

L.7.4b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

ELA SE: Unit 1: 1.3 (p. 9), 1.4 (p. 19), 1.14 (p. 65); Unit 2: 2.3 (p. 93), 2.4 (p. 94), 2.11 (p. 127); Unit 3: 3.3 (p. 167); Unit 4: 4.2 (p. 253); Graphic Organizer (p. 381) ELA TE: Unit 2: 2.10 (p. 125);

L.7.4c Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. CA

ELA SE: Unit 1: 1.5 (p. 20); Unit 2: 2.4 (p. 96), 2.6 (p. 107); Unit 4: 4.7 (p. 289), 4.15 (p. 326)

ELA TE: Unit 1: 1.1 (p. 2); Unit 4: 4.11 (p. 308)

L.7.4d Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ELA SE: Unit 1: 1.12 (p. 57); Unit 4: 4.7 (p. 290); Glossary (pp. 388–396); Graphic Organizer (p. 385)

ELA TE: Unit 1: 1.3 (p. 13)

L.7.5a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

ELA SE: Unit 1: 1.3 (p. 13), 1.13 (p. 62–64); Unit 3: 3.8 (p. 185, 187) 3.11 (pp. 194–195), 3.13 (pp. 201–202); Unit 4: 4.9 (p. 303), 4.12 (p. 312)

ELA TE: Unit 3: 3.11 (pp. 195), 3.13 (p. 201); Unit 4: 4.12 (p. 312)

L.7.5b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

ELA SE: Unit 2: 2.3 (p. 91), 2.14 (p. 147)



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Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

ELA TE: Unit 2: 2.3 (p. 90); Unit 3: 3.17 (p. 216)

CRW SE: Workshop 1: Act. 1 (p.1)

L.7.5c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

ELA SE: Unit 3: 3.17 (p. 215), 3.19 (p. 229); Unit 4: 4.5 (p. 281), 4.9 (p. 302)

ELA TE: Unit 1: 1.2 (p. 5); 1.3 (p. 13), 1.11 (p. 50); Unit 3: 3.17 (p. 216); Unit 4: 4.5 (p. 279)

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA SE: Unit 1: 1.1 (p. 4), 1.10 (pp. 42–45); Unit 2: 2.1 (p. 82); Unit 3: 3.1 (p. 162); Unit 4: 4.1 (p. 250), 4.5 (pp. 274–282), 4.8 (pp. 300–301)

Appendix

California Department of Education Posted September 18, 2014

Standards Map for Program 1 Basic ELA, Kindergarten...

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