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

Students read a story or novel carefully, then back up their conclusions with actual lines from the text. If an answer isn't stated outright, students use clues in the writing to make a reasonable inference.

Students identify the main idea a story or poem is really about, then trace how that idea grows across the text. They can sum up the key details that back it up without letting personal opinion get in the way.

Students explain how characters, events, and ideas change and connect as a story moves forward. They look for why those changes happen, not just that they do.

Students figure out what words mean in context, including when an author uses figurative language or loaded word choices to set a mood. They also explain how swapping one word for another would shift the feeling of a passage.

Students look at how a story or poem is built, tracing how one paragraph or scene connects to another and shapes the whole piece.

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

Students compare a story or idea across different formats, such as a written chapter, a film clip, or a chart, and explain what each version shows that the others don't.

Students read a text that's trying to convince them of something, then judge whether the reasons actually hold up and whether the examples given truly support the point.

Students read two texts on the same topic and compare how each author approaches it. They look at what the authors agree on, where they differ, and what reading both texts together reveals that one text alone wouldn't.

Students read full-length stories, novels, and poems on their own, without needing step-by-step help. The goal is handling challenging books independently by the end of seventh grade.

Students back up their conclusions with specific lines or details pulled directly from the text. If the text doesn't say something outright, students explain the logical leap they made to get there.

Students find the main point of a nonfiction passage and trace how the author builds on it through the details. Then students write a brief summary in their own words.

Students trace how a person, event, or idea changes across an article or nonfiction book, and explain why those changes happen. They look at how one part of the text shapes what comes next.

Students figure out what specific words mean in a nonfiction passage, including slang, technical terms, and figurative language. Then they look at why the author chose those words and what feeling or meaning that choice creates.

Students look at how a paragraph connects to the rest of an article or essay, and how the writer's choices in structure build the overall argument or explanation.

Students figure out who wrote a piece and why, then explain how that perspective shapes what information gets included and how the writing sounds.

Students look at the same topic presented in different formats, such as a news article, a chart, and a video clip, then judge which format explains the idea most clearly.

Students read a nonfiction passage and judge whether the author's argument holds up. They check if the reasons make sense and if the facts or examples given actually support the point being made.

Students read two texts on the same topic and compare how each author approaches it. They look at what each author includes, leaves out, or emphasizes to figure out what makes the two accounts different.

Students read longer, harder nonfiction on their own, without much help from a teacher. That means articles, essays, and textbooks at a seventh-grade level.

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

Students write to explain a complex topic clearly, using facts, details, and examples that help a reader understand something new. The focus is on accuracy and organization, not opinion.

Students write stories about real or imagined events, choosing details and arranging scenes in an order that makes the story work. The focus is on technique: how a writer controls pacing, dialogue, and description to keep a reader engaged.

Students write pieces where the structure and word choices fit the purpose. A letter to a principal sounds different from a short story, and this standard is about making those distinctions on purpose.

Students learn that writing improves through revision, not just a first draft. They plan, revise, edit, or start fresh until the writing says what they mean.

Students use computers and the Internet to write, publish, and share work with others. That includes typing up a final draft, posting it online, and giving or receiving feedback from classmates.

Students pick a focused question and research it, reading multiple sources to build real understanding of the topic. Short projects might take a few days; longer ones stretch over weeks.

Students find information from books, websites, and other sources, then check whether each source is trustworthy before weaving the details into their own writing without copying.

Students pull quotes or details from what they read to back up their ideas in writing. The evidence shows where their thinking comes from, not just what they think.

Students practice writing regularly, both in quick assignments and longer projects, across many different purposes and topics. The goal is to build the habit of writing for different reasons and different readers.

Students come to discussions ready to listen and build on what others say, not just wait for their turn to talk. They back up their own ideas with clear reasoning and stay open to changing their thinking when a classmate makes a good point.

Students watch, listen to, or read information from sources like videos, charts, and speeches, then judge how well each one makes its point. They pull what they learn from those different sources together to form a clear picture of a topic.

Students listen to a speaker and judge whether the argument holds up: Is the point of view clear? Does the reasoning make sense? Does the evidence actually support what the speaker is saying?

Students organize a spoken presentation so the main point is clear and each piece of evidence connects back to it. The structure, detail, and word choice fit the assignment and the audience.

Students choose charts, images, or short video clips to support a presentation, picking visuals that clarify a point rather than just decorate a slide.

Students shift how they speak based on the situation, using formal language in a class presentation or discussion and more casual language with peers. The skill is knowing which register fits and switching between them on purpose.

Students apply the rules of standard English when writing sentences or speaking out loud. This includes choosing the right verb form, pronoun, and sentence structure for the situation.

Students apply capitalization, punctuation, and spelling correctly in their own writing. This means knowing when to capitalize, where to put a comma or apostrophe, and how to spell words without relying on a prompt to flag the mistake.

Students learn to notice how word choice and sentence structure shift depending on the situation, whether someone is writing a formal essay or a casual text message. That awareness helps them make sharper choices in their own writing and catch more meaning when they read.

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

Students interpret figurative language like metaphors and idioms, study how words relate to each other, and recognize the subtle shades of meaning that separate similar words.

Students build a working vocabulary of precise, subject-specific words and use them correctly in reading, writing, and discussion. The goal is the kind of word knowledge that holds up in high school and beyond.