Standards
Ontario Ministry of Education Curriculum Expectations for Grade 7
A. Specific Expectations for Reading
1.4 Demonstrating Understanding
Demonstrate understanding of increasingly complex texts by summarizing important ideas and citing a variety of details that support the main idea (e.g., key information in manuals, surveys, graphs, online and print encyclopedias, websites, tables and charts; theme and related ideas in magazine articles, dramatic monologues, television programs).
1.6 Extending Understanding
Extend understanding of texts, including increasingly complex or difficult texts, by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them (e.g., by comparing their own perspective to those of the characters in a historical novel).
1.7 Analyzing Texts
Analyse a variety of texts, both simple and complex, and explain how the different elements in them contribute to meaning and influence the reader's reaction (e.g., narrative: having ordinary characters caught up in an exciting plot makes the story seem more real; debate: the formal, balanced structure encourages the reader to pay equal attention to both sides of the argument).
1.8 Responding to and Evaluating Texts
Evaluate the effectiveness of both simple and complex texts based on evidence from the texts.
B. Specific Expectations for Writing
1.2 Developing Ideas
Generate ideas about more challenging topics and identify those most appropriate for the purpose.
1.3 Research
Gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources (e.g., use a timeline to organize research tasks; interview people with knowledge of the topic; identify and use appropriate graphic and multimedia resources; record sources used and information gathered in a form that makes it easy to understand and retrieve)
1.4 Classifying Ideas
Sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data (e.g., by underlining or highlighting key words or phrases; by using a graphic organizer such as a "Plus/Minus/Interesting" chart).
1.5 Organizing Ideas
Identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies (e.g., making jot notes; grouping according to key words; making charts; drawing webs) and organizational patterns (e.g., combined/multiple orders such as comparison and cause and effect).
1.6 Review
Determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more research if necessary (e.g., check for errors or omissions in information using a T-chart).
3.8 Producing Finished Works
Produce pieces of published work to meet identified criteria based on the expectations (e.g., adequacy of information and ideas, logic and effectiveness of organization, effective use of form and stylistic elements, appropriate use of conventions, effective presentation).
C. Specific Expectations for Media Literacy
1.3 Responding to and Evaluating Texts
Evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts (e.g., explain why the editorial/photo essay in this e-zine did or did not convince you of its position; debate whether violence in televised professional sporting events adds to or detracts from their appeal).
Ontario Ministry of Education Choices into Action Guidance and Career Education
Program Goals
- Understand the concepts related to interpersonal relationships
- Develop learning skills, social skills and a sense of social responsibility
- Apply this learning to their lives in the school and in the community
OSLA Information Studies K-12 Expectations for Grade 7
A. Specific Expectations for Reasoning
- Formulate questions that would synthesize various sources of information and points of view
- Begin to identify criteria used to evaluate information
- Display data and information in a variety of formats, with and without the use of technology
- Search the Internet using a variety of features in single search engines
- Generalize findings into useful conclusions
- Make inferences and convincing arguments based on data analysis
- Make judgments and draw conclusions to solve problem