NECAP Grade Level Expectations (GLEs) for Reading Grade 7
GLE Clusters: Word Identification Skills and Strategies | Vocabulary Strategies and Breadth of Vocabulary | Initial Understanding of Literary Text | Analysis and Interpretation of Literary Texts/Citing Evidence | Initial Understanding of Informational Text | Analysis and Interpretation of Informational Texts/Citing Evidence
Practice Tests for End of Grade 7 GLEs to be administered
Fall of Grade 8:
Practice
Test | Practice
Test Resource Material (with Sample Student Work)
NECAP 2005 Released Items for Grade 7 to be administered Fall
of Grade 8:
Released Items | Support
Materials
| GLE |
Support
Materials/ Student Work
|
| This strand is not assessed on the state assessment; it is part of local assessment. | |
Web-based Reading GLEsGrade 7 Clusters: |
GLE |
Support Materials/ Student
Work
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| R-7-2: Students identify the meaning of unfamiliar vocabulary by… | Stand Alone Reading Items #1, #2, and #3 Passage-Related Reading Items for Literary Text: "Summer Reading," Item #1 |
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| R-7-2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as, dictionaries, glossaries, thesauruses; or prior knowledge) EXAMPLE (of common root ): inspection (in -spec- tion) |
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| R-7-3: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… | ||
| R-7-3.1 Identifying synonyms, antonyms, homonyms/ homophones, shades of meaning, or analogies EXAMPLE (analogy): map:locate as recipe:cook |
Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Item #1 | |
| R-7-3.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary |
Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Item #2 |
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Web-based Reading GLEsGrade 7 Clusters: |
GLE |
Support Materials/ Student
Work
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| R-7-4: Demonstrate initial understanding of elements of literary texts by… | ||
| R-7-4.1 Identifying or describing character(s), setting, problem/ solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action | Passage-Related Reading Items for Literary Text: "Summer Reading," Items #2 and #3 | |
| R-7-4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text | ||
Web-based Reading GLEsGrade 7 Clusters: |
GLE |
Support Materials/ Student
Work
|
| R-7-5: Analyze and interpret elements of literary texts, citing evidence where appropriate by… | ||
| R-7-5.1 Explaining or supporting logical predictions | Student Work Sample (PDF) | |
| R-7-5.2 Describing characters' traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters' traits, motivations, or their changes over time | Passage-Related Reading Items for Literary Text: "Summer Reading," Items #4 and #5 | |
| R-7-5.3 Making inferences about cause/effect (e.g., explaining how an event gives rise to the next), internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text | Student Work Sample (PDF) | |
| R-7-5.4 Explaining how the narrator's point of view affects the reader's interpretation | ||
| R-7-5.5 Explaining how the author's message or theme is supported within the text | Passage-Related Reading Items for Literary Text: "Summer Reading," Items #6 and #7 | |
| R-7-6: Analyze and interpret author's craft, citing evidence where appropriate by… | ||
| R-7-6.1 Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration, repetition, flashback, foreshadowing, personification) to analyze literary works EXAMPLE: Why did the author choose to use flashback in this story? |
Passage-Related Reading Items for Literary Text: "Summer Reading," Items #8 and #9 Passage-Related Reading Items for Literary Text: "Dream Variation," Items #1, #2, #3, and #4 |
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Web-based Reading GLEsGrade 7 Clusters: |
GLE |
Support Materials/ Student
Work
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| R-7-7: Demonstrate initial understanding of informational texts (expository and practical texts) by… | ||
| R-7-7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) | ||
| R-7-7.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details | Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Item #3 | |
| R-7-7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) | Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Items #4 and #5 | |
Web-based Reading GLEsGrade 7 Clusters: |
GLE |
Support Materials/ Student
Work
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| R-7-8: Analyze and interpret informational text, citing evidence as appropriate by… | ||
| R-7-8.1 Explaining connections about information within a text, across texts, or to related ideas | ||
| R-7-8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas | Student Work Sample (PDF) Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Item #6 |
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| R-7-8.3 Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas that are relevant EXAMPLE (of evaluating): Given a statement (opinion, judgment, or assertion), students provide evidence from the text that this statement does/does not support the author's purpose in writing the piece. |
Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Item #7 and #8 | |
| R-7-8.4 Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts | Passage-Related Reading Items for Informational Text: "The Lost People of Mesa Verde," Item #7 | |
| R-7-8.5 Making inferences about causes or effects | ||