NECAP Grade Level Expectations (GLEs) for Writing Grade 7
Writing is assessed at the statewide level in the fall of grades 5 and 8. Therefore, support materials are provided for end of grade 4 and end of grade 7 GLEs. Writing is an integral part of local assessment at all grade levels, and the NECAP GLEs provide grade-level guidelines for teachers.
GLE Clusters (click on number to view): Structures of Language (7.1) | Writing in Response to Literary or Informational Text (7.2, 7.3) | Narrative Writing (7.4, 7.5) | Informational Writing (7.6, 7.7, 7.8) | Writing Conventions (7.9)
NECAP 2005 Released Items for Grade 7 to be administered Fall
of Grade 8:
Released
Items | Support
Materials
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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Students demonstrate command of the structures of sentences, paragraphs, and text by… |
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Using varied sentence length and structure to enhance meaning (e.g., including phrases and clauses) |
Stand-Alone Writing Items for Writing Structures and Conventions, Items #10, #11, and #12 | |||
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Using the paragraph form: indenting, main idea, supporting details |
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Recognizing organizational structures within paragraphs or within texts EXAMPLES (of text structures): description, sequential chronology, proposition/support, compare/contrast, problem/solution EXAMPLE: When given a paragraph or text and a description of text structures, students identify structure used or their purposes |
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Applying a format and text structure appropriate to the purpose of the writing |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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In response to literary or informational text, students show understanding of plot /ideas/concepts by… |
Response to Literary Text: “The Astronomer, Item #1 Response to Literary Text: "The Beaver Pool in December," Item #2 Response to Informational Text : "Remember, Remember," Item #3 |
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Selecting and summarizing key ideas to set context |
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Connecting what has been read (plot/ideas/concepts) to prior knowledge,
other texts, or the broader world of ideas, by referring to and explaining
relevant ideas |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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In response to literary or informational text, students make and support analytical judgments about text by… |
Response to Literary Text: “The Astronomer, Item #1 Response to Literary Text: "The Beaver Pool in December," Item #2 Response to Informational Text : "Remember, Remember," Item #3 |
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Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question |
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Making inferences about the relationship(s) among content, events, characters, setting, theme, or author's craft EXAMPLES: Making links between characterization and author's
choice of words; making links to characteristics of literary forms
or genres |
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Using specific details and references to text or relevant citations to support focus or judgment |
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Organizing ideas, using transition words/phrases and writing a conclusion that provides closure |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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In written narratives, students organize and relate a story line/plot/series of events by… |
Narrative Prompt (used with photograph of girl with cell phone), Item #5 | |||
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Creating a clear and coherent (logically consistent) story line |
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Establishing context, character motivation, problem/conflict/challenge, and resolution , and maintaining point of view |
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Using a variety of effective transitional devices (e.g., ellipses, time transitions, white space, words/phrases) to enhance meaning |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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Students demonstrate use of narrative strategies by… |
Narrative Prompt (used with photograph of girl with cell phone), Item #5 | |||
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Using relevant and descriptive details and sensory language to advance the plot/story line |
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Using dialogue to advance plot/story line |
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Developing characters through description, dialogue, and actions |
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Using voice appropriate to purpose |
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Maintaining focus |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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In informational writing, students organize ideas/concepts by … |
Report prompt for items #6 and #7 - Fact Sheet about Aztec School Children |
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Using an organizational text structure appropriate to focus/controlling idea EXAMPLES (of text structures): description, sequential, chronology, proposition/support, compare/contrast, problem/solution |
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Selecting appropriate information to set context, which may include a lead/hook, |
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Using transition words or phrases appropriate to organizational text structure |
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Writing a conclusion that provides closure |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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| W-7-7 In informational writing, students effectively convey purpose by … |
Report prompt for items #6 and #7 - Fact Sheet about Aztec School Children |
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Stating and maintaining a focus/controlling idea |
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Writing with a sense of audience, when appropriate |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student
Work |
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In informational writing, students demonstrate use of a range
of elaboration strategies by … |
Report prompt for items #6 and #7 - Fact Sheet about Aztec School Children |
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Including facts and details relevant to focus/controlling idea, and excluding extraneous information |
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Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images |
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Addressing readers' concerns (including counterarguments - in persuasive writing; addressing potential problems -in procedures; providing context -in reports) |
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Commenting on the significance of information, when appropriate |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 7 Clusters: |
GLE |
Support
Materials |
Student Work |
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In independent writing, students demonstrate command of appropriate English conventions by… |
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Applying rules of standard English usage to correct grammatical errors EXAMPLES: Clear pronoun referent, subject-verb agreement, consistency of verb tense, irregular forms of verbs and nouns |
Stand-Alone Items for Writing Structures and Conventions, Items #13-18 | |||
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Applying capitalization rules |
Stand-Alone Items for Writing Structures and Conventions, Items #19 and #20 | |||
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Applying appropriate punctuation to various sentence patterns to enhance meaning EXAMPLES: colons, semicolons |
Stand-Alone Items for Writing Structures and Conventions, Items #21-26 | |||
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Correctly spelling grade-appropriate, high-frequency words and applying conventional spelling patterns/rules EXAMPLES: consonant doubling, consonant patterns, units of meaning - common roots, base words, pre/suffixes |
Stand-Alone Items for Writing Structures and Conventions, Items #27-30 | |||