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

Students find the exact words in a story or novel that back up their thinking, then quote or reference those lines when explaining a conclusion. They also use clues in the text to figure out things the author never stated directly.

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

Students trace how a character's choices, a story's key events, or a central idea shifts and builds from beginning to end. They explain what drives those changes and how each piece connects to the others.

Students figure out what words really mean in context, including slang, metaphors, and loaded language, then look at how an author's specific word choices shift the feeling or message of a passage.

Students look at how a story or poem is built, tracing how one paragraph sets up the next and how each part shapes the whole. The goal is to see why the author arranged the pieces in that order.

Students figure out who is telling a story or making an argument, then explain how that choice affects what details get included and how the writing sounds.

Students compare how a story or idea comes across in different formats, like a printed article, a short film, or a chart, and explain what each version adds or leaves out.

Students read a text and decide whether the author's argument actually holds up. They check if the reasoning makes sense and if the examples given genuinely support the point being made.

Students read two texts on the same theme and compare how each author handled it. The focus is on what each writer chose to include, what they left out, and how those choices change the meaning.

Students read full-length novels, stories, and poems on their own, without needing much help to understand what the text means or how it works.

Students read a nonfiction passage closely, then back up their ideas with direct quotes or specific details from the text. General impressions don't count; the evidence has to come from the page.

Students find the main point of a nonfiction article or passage, then trace how the author builds that point across paragraphs. They also write a brief summary of the key details that support it.

Students trace how a person, event, or idea changes across an article or chapter and explain what drives those changes. The focus is on connections: how one thing shapes another as the text unfolds.

Students figure out what words mean in context, including when an author uses technical language, implied feeling, or figurative comparisons. Then students look at why the author chose those words and what effect that choice has on the overall meaning or mood.

Students look at how a paragraph connects to the rest of an article or essay. They explain why a writer placed a section where they did and how one part sets up or supports another.

Students figure out who wrote a piece and why, then look at how that motive changes what the author includes and how they say it.

Students read information presented in more than one format, such as a written article paired with a chart or video, then explain how each format adds to or changes what they understand.

Students read a nonfiction piece and decide whether the author's argument holds up. They check if the reasoning makes 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 chooses to include, what angle they take, and what the two texts together teach that neither one does alone.

Students read full-length articles, essays, and other nonfiction on their own, without guided support. The texts at this level are longer and more complex than what students handled in earlier grades.

Students write a paragraph or essay that takes a clear position on a topic, then back it up with real evidence from a text or source. The reasoning has to hold up, and the evidence has to be enough to convince a reader.

Students write to explain a topic clearly, using facts, examples, and organized paragraphs that help a reader understand something they didn't before.

Students write stories, real or made-up, with a clear sequence of events, specific details, and techniques that keep a reader engaged.

Students write pieces where the structure and word choices fit the goal: a story reads like a story, an argument sounds convincing, and a how-to guide stays focused. The writing matches what the reader needs.

Writing a first draft is just the start. Students plan, revise, edit, and rewrite their work until the writing actually says what they mean.

Students use computers and the internet to write, publish, and share their work with others. This includes collaborating on documents and posting writing to a wider audience.

Students pick a focused question and research it, reading multiple sources to build real understanding of the topic. The work ranges from a quick one-day investigation to a longer multi-week project.

Students find information from books and websites, check whether each source can be trusted, and weave the facts into their own writing without copying word for word.

Students find specific lines or details from a story or article that back up what they're trying to say. The goal is to show that a claim comes from the text, not just a feeling or a guess.

Students practice writing often, sometimes over several days and sometimes in a single class period. They write for different reasons and different readers, building the habit of putting ideas on paper across subjects and assignments.

Students come to discussions with notes or reading done in advance, then listen to classmates and build on what others say. The goal is to add to the conversation, not just wait for a turn to talk.

Students watch a video, read a chart, or listen to a speech, then decide whether the information holds up and how it connects to what they already know.

Students listen to a speaker and decide whether the argument holds up: Is the point of view clear? Does the reasoning make sense? Is the evidence real or just persuasive-sounding?

Students practice delivering a talk or report where the main point is clear and each piece of evidence connects back to it. The structure and word choices fit the audience, whether that's a class discussion or a formal presentation.

Students choose charts, images, or video clips to make a presentation clearer, not just busier. The visual fits the point it supports.

Students practice switching between casual and formal speech depending on the situation. Talking to a friend sounds different from presenting to the class, and this standard is about knowing which register fits.

Students apply standard grammar rules in their writing and speaking. This includes choosing the right verb forms, pronouns, and sentence structures so their meaning comes through clearly.

Students use correct capitalization, punctuation, and spelling in their writing. This standard covers the mechanical habits that make writing clear and easy to read.

Students practice choosing words and sentence structures that fit the situation, whether writing a formal essay or a casual message. Reading closely, they notice how other writers make those same choices.

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

Figurative language says one thing but means another. Students learn to spot phrases like "break a leg" or "cool as a cucumber," understand how words connect to each other, and pick up on the subtle shades of meaning between near-synonyms.

Students learn and correctly use the kind of precise vocabulary that shows up in textbooks, essays, and workplace writing. This goes beyond everyday words, covering the terms students need to read closely, write clearly, and speak with confidence across subjects.