Determine the meaning of signs and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of signs (e.g., repeated parameters) on a specific verse or stanza of a poem or section of a story or drama.

7.1.2.2

Depth 2

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

7.1.2.3

Depth 2

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

7.1.3.1

Depth 2

Compare and contrast a story, drama, or poem to its filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, color, or camera focus and angles in a film).

7.1.3.2

Depth 2

(Not applicable to literature.)

7.1.3.3

Depth 2

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.

7.1.4.1

Depth 2

By the end of the year, view 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.

7.2.1.1

Depth 2

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

7.2.1.2

Depth 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.

7.2.1.3

Depth 2

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).

7.2.2.1

Depth 2

Determine the meaning of signs and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific sign choice on meaning and tone.

7.2.2.2

Depth 2

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.

7.2.2.3

Depth 2

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.

7.2.3.1

Depth 2

Compare and contrast a text to a video or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a presentation affects the impact of sign choices).

7.2.3.2

Depth 2

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is solid and the evidence is relevant and sufficient to support the claims.

7.2.3.3

Depth 2

Analyze how two or more authors signing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

7.2.4.1

Depth 2

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

7.4.1.1

Depth 2

Sign arguments to support claims with clear reasons and relevant evidence.

7.4.1.2

Depth 2

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

7.4.1.3

Depth 2

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

7.4.2.1

Depth 2

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

7.4.2.2

Depth 2

With some guidance and support from peers and adults, develop and strengthen signing as needed by planning, revising, editing, re-signing, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for structure should demonstrate command of Language standards 1-3.)

7.4.2.3

Depth 2

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

7.4.3.1

Depth 2

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

7.4.3.2

Depth 2

Gather relevant information from multiple published 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.

7.4.3.3

Depth 2

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

7.4.4.1

Depth 2

Sign routinely over extended time frames (e.g., time for research, reflection, and revision) and shorter time frames (e.g., a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

7.5.1.1

Depth 2

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

7.5.1.2

Depth 2

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

7.5.1.3

Depth 2

Delineate a signer’s argument and specific claims, evaluating the strength of the reasoning and the relevance and sufficiency of the evidence.

7.5.2.1

Depth 2

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, appropriate signing space, and clear production.

7.5.2.2

Depth 2

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

7.5.2.3

Depth 2

Adapt signs to a variety of contexts and tasks, demonstrating command of formal ASL when indicated or appropriate. (See grade 7 Language standards for specific expectations.)

7.6.1.1

Depth 2

Demonstrate command of the standard ASL grammar and usage when signing (live and published).

7.6.2.1

Depth 2

Use knowledge of language and its structure when signing and viewing (live and published).

7.6.3.1

Depth 2

Determine or clarify the meaning of unknown and multiplemeaning signs, fingerspelled words, spatial use, and phrases based on grade 7 viewing and content, choosing flexibly from a range of strategies.

7.6.3.2

Depth 2

Demonstrate understanding of figurative language, sign relationships, and nuances in sign meanings.

7.6.3.3

Depth 2

Acquire and use accurately grade-appropriate general academic and domain-specific signs, fingerspelled words, and phrases; gather vocabulary knowledge when considering signs, fingerspelled words, or phrases important to comprehension or expression.

7.7.1.1

Depth 2

Understand that fingerspelling is used for various purposes, formally and informally.

7.7.2.1

Depth 2

Demonstrate understanding of initialized and lexicalized forms of fingerspelled words.

7.7.3.1

Depth 2

Know and apply grade-level parameters and sign analysis skills in decoding signs both in isolation and in context.

7.4.1.1.a

Depth 3

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

7.4.1.1.b

Depth 3

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

7.4.1.1.c

Depth 3

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

7.4.1.1.d

Depth 3

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

7.4.1.1.e

Depth 3

Establish and maintain a formal style.

7.4.1.2.a

Depth 3

Introduce a topic 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 comprehension.

7.4.1.2.b

Depth 3

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

7.4.1.2.c

Depth 3

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

7.4.1.2.d

Depth 3

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

7.4.1.2.e

Depth 3

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

7.4.1.2.f

Depth 3

Establish and maintain a formal style.

7.4.1.3.a

Depth 3

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

7.4.1.3.b

Depth 3

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

7.4.1.3.c

Depth 3

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

7.4.1.3.d

Depth 3

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

7.4.1.3.e

Depth 3

Provide a conclusion that follows from and reflects on the narrated experiences or events.

7.4.3.3.a

Depth 3

Apply grade 7 Viewing 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.”).

7.4.3.3.b

Depth 3

Apply grade 7 Viewing standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is solid and the evidence is relevant and sufficient to support the claims.”).

7.5.1.1.a

Depth 3

Come to discussions prepared, having viewed 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.

7.5.1.1.b

Depth 3

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

7.5.1.1.c

Depth 3

Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

7.5.1.1.d

Depth 3

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

7.6.2.1.a

Depth 3

Vary sentence patterns for meaning, viewer interest, and style.

7.6.2.1.b

Depth 3

Fingerspell correctly and use a chaining approach when introducing new academic signs.

7.6.3.1.a

Depth 3

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a sign, fingerspelled word, classifier, or phrase.

7.6.3.1.b

Depth 3

Consult general and specialized reference materials (e.g., general dictionaries and content-specific references), both print and digital, to determine and clarify its meaning.

7.6.3.1.c

Depth 3

Verify the meaning of a sign, depiction, or phrase (e.g., by checking the inferred meaning in context or other accessible resource).

7.6.3.2.a

Depth 3

Interpret figurative language in context (e.g., literary, biblical, and mythological allusions).

7.6.3.2.b

Depth 3

Use relationships between particular sign choices (e.g., synonym/antonym, analogy) to better understand each of the concepts/signs.

7.6.3.2.c

Depth 3

Distinguish among the connotations (associations) of signs with similar denotations (definitions) (e.g., RESPECT, HONOR, LOOK-UP).