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

Students find specific lines or passages from a story or poem that back up what they're saying about it. They read carefully enough to spot both the details the author states outright and the ones readers have to figure out on their own.

Students identify the main message or theme of a story and trace how it builds across the text. They also summarize the key details that support it.

Students track how a character, event, or idea changes from the beginning of a story to the end, then explain why those changes happen. The focus is on cause and effect, not just what occurs.

Students figure out what words really mean in context, including when an author uses figurative language or loaded words to create a specific mood. They also look at how word choices shift the overall feeling of a passage.

Students look at how a story or poem is built, tracing how a single sentence or paragraph connects to the scenes or sections around it and shapes the piece as a whole.

Students figure out who is telling a story and how that choice changes what gets included, what gets left out, and how the writing sounds.

Students compare how a story or idea comes across in different formats, like a film, a podcast, or a written article, and decide what each version shows or leaves out.

Students read a passage and judge whether the author's argument holds up: is the reasoning sound, and does the evidence actually support the point being made?

Students read two texts on the same topic or theme, then explain how each author handles it differently. The focus is on comparing choices: what each writer includes, what they leave out, and how their approaches shape the reader's understanding.

Students read full-length stories, novels, and poems on their own, without heavy support. The goal is steady, confident reading at a level that prepares them for high school work.

Students back up their conclusions with specific lines or details pulled directly from the text, and they read carefully enough to draw logical inferences the author implies but never quite says outright.

Students find the main point of a nonfiction article or passage, trace how that point builds across the text, and sum up the key details that support it.

Students read a nonfiction text and explain how a person, event, or idea changes from beginning to end, and why those changes happen. The focus is on how one thing shapes another as the text unfolds.

Students figure out what a word means by looking at how it's used in a sentence, then consider whether the author chose that word to sound neutral, emotional, or poetic. Word choice shapes whether a passage feels alarming, hopeful, or matter-of-fact.

Students look at how a nonfiction article is built: how one paragraph sets up the next, how a single sentence can shift the whole argument, and how each part connects to the article's main point.

Students figure out who wrote a text and why, then explain how that shapes what the author chose to include and how they worded it. A news article and an opinion piece can cover the same event very differently.

Students read the same information in different forms, like a written article paired with a graph or video, then judge how each version adds to or changes what they understand.

Students read an argument and decide whether the reasoning holds up and whether the evidence actually supports the claim. They spot weak logic and off-topic proof.

Students read two texts on the same topic and compare how each author approached it. They look at what each writer chose to include, how they organized their ideas, and what conclusions they reached.

Students read full-length articles, essays, and other nonfiction on their own, without help decoding or following the ideas. The goal is handling challenging material independently at a seventh-grade level.

Students write a paragraph or essay that takes a clear position on a topic or text, then back it up with solid evidence and reasoning. The argument has to hold up, not just sound confident.

Students write to explain a complex topic clearly, using facts, details, and examples to help a reader understand something they may not know. The goal is accuracy and clarity, not persuasion.

Students write stories, real or fictional, with a clear sequence of events, specific details, and techniques that keep readers engaged.

Students write paragraphs and essays that fit the assignment: the right structure, the right tone, and enough detail for whoever will read it.

Students learn to treat a draft as a starting point, not a finished product. They revise, edit, and sometimes start over to make their writing clearer and stronger.

Students use computers and the Internet to write, publish, and share their work with an audience. That includes giving and getting feedback from classmates using digital tools.

Students pick a focused question and research it thoroughly enough to actually understand the subject, not just collect facts. Short projects build one skill; longer ones go deeper into the same topic.

Students find facts from books and websites, check whether each source is trustworthy and accurate, and weave the information into their own writing without copying.

Students pull quotes and details from what they read to back up their ideas in writing. A book report, a research paper, or a reflection all need real evidence from the text, not just the student's opinion.

Writing happens in many forms and for many reasons. Students practice writing both quickly (a short response in class) and over several days (a research paper), adjusting their approach based on who will read it and why.

Students come to discussions ready to build on what others say, not just wait for their turn to talk. They listen, respond to specific points, and make their own ideas clear enough to actually change someone's mind.

Students watch, read, or listen to information presented in different ways (a video, a chart, a speech) and decide how well each source explains the topic.

Students listen to a speech or presentation and judge whether the speaker's argument holds up: Is the reasoning sound? Does the evidence actually support the point? Students also notice persuasive techniques the speaker uses to win the audience over.

Students organize and present their ideas clearly enough that a listener can follow the argument from start to finish, choosing words and details that fit the topic and the audience.

Students choose charts, images, or video clips to make a presentation clearer, not just to fill a slide. The visuals connect directly to the point being made.

Students practice switching between casual speech and formal English depending on who they're talking to. Explaining a project to a teacher sounds different from discussing it with a friend, and students learn to make that shift on purpose.

Students apply standard English grammar rules in their writing and speech. This means using correct verb forms, pronouns, and sentence structure without being prompted.

Students apply standard capitalization, punctuation, and spelling rules when writing. This means knowing when to capitalize a proper noun, where a comma belongs, and how to spell words correctly without leaning on autocorrect.

Students choose words and sentence structures that fit the situation, whether they're writing a formal essay or a casual message. Reading carefully means noticing how those same choices shape meaning and tone.

When students hit an unfamiliar word, they figure out its meaning by reading the surrounding sentences, breaking the word into roots or prefixes, or looking it up in a dictionary or glossary.

Students read sentences that use metaphors, similes, and idioms, then explain what those phrases actually mean. They also look at how words relate to each other and how small differences in meaning change the feel of a sentence.

Students build a working vocabulary of precise, subject-specific words they can use in writing, discussion, and reading. The goal is words that hold up in serious academic work, not just everyday conversation.