School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 7

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Clarifications: Each clarification provides an explanation of an indicator/objective to help teachers better understand the skills and/or concepts.

Standard 1.0 General Reading Processes

Topic E. General Reading Comprehension

Indicator 1. Apply comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts


To show proficiency of the skills stated in this indicator, a student should read or be read to from the broadest possible range of age-appropriate materials. Exposure or coming in contact with these materials through verbal, visual, or auditory means should allow a student to experience stories, poems, plays, articles, news stories, etc…that will in some instances touch upon what is familiar to extending the boundaries of the new and unexplored. Traditional texts are the most familiar—novels, volumes of poetry, drama selections, magazines, newspapers, books that explain histories or sciences, etc… Electronic texts involve the use of multiple technologies which allows a student to read appropriate online fiction and nonfiction texts. Non-print texts include picture books, single pictures, political cartoons, etc…The texts with which a student engages should have a wide appeal that encompass a plethora of topics, exhibit an extensive array of cultures and social perspectives and present authors that represent and showcase those cultures and perspectives. The desired result of such exposure to text is that a student is able to talk about these texts beginning with basic understanding and ultimately extending to the implications of a text which may impact a student's learning or a changed vision of the world.

During a course of instruction, a student should continually be reading full texts or portions of texts (assigned chapters in a textbook, a section of short stories in an anthology, etc… which would be the equivalent of a full text) that address the diversity of literary and informational texts.

Once students have engaged with any type of text, they should have the opportunity to talk about their reading experiences with an adult or other students. These discussions can be formal: a scheduled and, perhaps, evaluative meeting with the instructor about specific reading elements, a small peer group reading discussion monitored by the instructor or a designee, etc…Or the discussion can be informal: a small peer group where individuals share reactions to a self-selected text, a student rating of a designated text that is shared and defended with peers, etc…Ideally, these discussions should increase a student's ability to frame both a formal and informal response to reading.