Texas Essential Knowledge and Skills (TEKS):
7.10.D
edit drafts using standard English conventions, including:
complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
consistent, appropriate use of verb tenses;
conjunctive adverbs;
prepositions and prepositional phrases and their influence on subject-verb agreement;
pronoun-antecedent agreement;
subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
correct capitalization;
punctuation, including commas to set off words, phrases, and clauses, and semicolons; and
correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too;
Texas Essential Knowledge and Skills (TEKS):
7.10.D
edit drafts using standard English conventions, including:
complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
consistent, appropriate use of verb tenses;
conjunctive adverbs;
prepositions and prepositional phrases and their influence on subject-verb agreement;
pronoun-antecedent agreement;
subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
correct capitalization;
punctuation, including commas to set off words, phrases, and clauses, and semicolons; and
correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too;
Pennsylvania Core Standards:
CC.1.4.7.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar,usage, capitalization, punctuation,and spelling.
E07.D.1.1.1 - Explain the function of phrases and clauses in general and their function in specific sentences.
E07.D.1.1.2 - Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
E07.D.1.1.3 - Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
E07.D.1.1.4 -Recognize and correct inappropriate shifts in pronoun number and person.*
E07.D.1.1.5 - Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
E07.D.1.1.6 - Recognize and correct inappropriate shifts in verb tense.*
E07.D.1.1.7 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
E07.D.1.1.8 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E07.D.1.1.9 - Ensure subject-verb and pronoun-antecedent agreement.*
E07.D.1.2.1 - Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
E07.D.1.2.2 - Spell correctly.
E07.D.1.2.3 - Use punctuation (commas, parentheses, and dashes) to set off nonrestrictive/parenthetical elements.*
E07.D.1.2.4 - Use punctuation to separate items in a series.*
Pennsylvania Core Standards:
CC.1.4.7.L
Demonstrate a grade-appropriate command of the conventions of standard English grammar,usage, capitalization, punctuation,and spelling.
E07.D.1.1.1 - Explain the function of phrases and clauses in general and their function in specific sentences.
E07.D.1.1.2 - Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
E07.D.1.1.3 - Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
E07.D.1.1.4 -Recognize and correct inappropriate shifts in pronoun number and person.*
E07.D.1.1.5 - Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
E07.D.1.1.6 - Recognize and correct inappropriate shifts in verb tense.*
E07.D.1.1.7 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
E07.D.1.1.8 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E07.D.1.1.9 - Ensure subject-verb and pronoun-antecedent agreement.*
E07.D.1.2.1 - Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
E07.D.1.2.2 - Spell correctly.
E07.D.1.2.3 - Use punctuation (commas, parentheses, and dashes) to set off nonrestrictive/parenthetical elements.*
E07.D.1.2.4 - Use punctuation to separate items in a series.*
Pennsylvania Core Standards:
CC.1.4.7.R
Demonstrate a grade-appropriate command of the conventions of standard English grammar,usage, capitalization, punctuation,and spelling.
E07.D.1.1.1 - Explain the function of phrases and clauses in general and their function in specific sentences.
E07.D.1.1.2 - Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
E07.D.1.1.3 - Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
E07.D.1.1.4 -Recognize and correct inappropriate shifts in pronoun number and person.*
E07.D.1.1.5 - Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
E07.D.1.1.6 - Recognize and correct inappropriate shifts in verb tense.*
E07.D.1.1.7 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
E07.D.1.1.8 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
E07.D.1.1.9 - Ensure subject-verb and pronoun-antecedent agreement.*
E07.D.1.2.1 - Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
E07.D.1.2.2 - Spell correctly.
E07.D.1.2.3 - Use punctuation (commas, parentheses, and dashes) to set off nonrestrictive/parenthetical elements.*
E07.D.1.2.4 - Use punctuation to separate items in a series.*
Florida - Benchmarks for Excellent Student Thinking:
ELA.7.C.3.1
Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
7th Grade Writing - Spelling Lesson
SPELLING
Being a good speller is very important. Even outside of schoolwork, good spelling is beneficial because it helps writer's express themselves more clearly.
Without good spelling, the meaning of a sentence can be easily confused.
HOMOPHONES— homophones are words that sound the same, but are spelled differently and have different meanings. It is easy to confuse these words.
Example:
They're running out of time to put the finishing touches on the wedding cake.
Their time to put the finishing touches on the wedding cake was quickly running out.
Put the finishing touches on the wedding cake there before you deliver it.
Example:
The decadent ice cream sundae was decorated with 24-karat gold flakes.
The healthy ice cream sundae was decorated with 24 carrot flakes.
COMMONLY CONFUSED WORDS— sometimes words that have similar spellings, but different meanings can be confused for one another.
Example:
The professor's loose sheets of paper blew away when a strong wind swept by.
The professor will definitely lose his papers if he doesn't keep a better hold on them.
Example:
Catching a cold makes it quite difficult to breathe through your nose.
In cold weather, your breath may come out as a white fog when you're outside.
HOW TO BE A GOOD SPELLER
Reading written works that have good spelling, such as books, newspapers, and even online articles, will help you recognize and learn the correct spellings of words.
Learning a few general spelling patterns and rules can be helpful when spelling new words.
DOUBLING CONSONANTS — when a one-syllable word ends in a consonant preceded by a vowel, then the final consonant should be doubled when adding an ending.
Example:
bat — batter / batting / batted
drop — dropped / dropping
For multi-syllabic words that end in a consonant preceded by a vowel and have their last syllable accented, the final consonant should be doubled when adding an ending.
Example:
control — controlling / controlled / controller
begin — beginning / beginner
CHANGING Y TO I — when a word ends in a consonant + y, change the y to an i before adding an ending other than "-ing"
Example:
scurry — add "-es" — scurries
busy — add "-est" — busiest
heavy — add "-ness" — heaviness
NO CHANGE
empty — add "-ing" — emptying
DROPPING THE SILENT E (OR NOT) — there are a few different rules about when a silent e should be dropped when adding an ending.
When an ending begins with a vowel, drop the e.
Example:
change — changing
race — racing
When an ending begins with a consonant, keep the e.
Example:
base — basement
state — statement
When adding "-able" to words that make a soft c or a soft g sound, keep the e.
Example:
notice — noticeable
manage — manageable
There are also many exceptions to these rules! For words that don't fit with any specific pattern or rule, it is important to memorize their spellings.
If you're not sure of a spelling, be sure to check a dictionary (online or print) and to use the spell check function on your word processor.
NOTE: SPELL CHECK HAS ITS LIMITATIONS
Example:
A flash of lightening startled everyone accept Michael, who just continued sleeping.
Example:
Despite numerous false clues, the cunning detective was able to precieve the truth and uncover the true culprit.
Example:
Abbigail and Emilee traveled to the Tohoku region of Japan to visit their maternal grandmother last spring break.
7th Grade Writing - Spelling Lesson