• Topics and Concepts of Course

    In Seventh Grade English, students will be emerged in language and thinking processes in order to communicate and create understanding. Students will have to read, write, communicate, think critically, and perform in meaningful ways through interaction with various texts, genres, and real-world tasks. Students are expected to gain and apply reading strategies, comprehension strategies, a recursive writing process, collaborate with peers, and communicate their ideas.


    Reading, writing, communicating, thinking critically, and performing in meaningful, relevant ways within and across disciplines are essential practices for accessing and deeply understanding content. Immersion in the language and thinking processes by each discipline guides students to develop and cultivate a deeper understanding of particular disciplines. Prior to 7th Grade, students should have developed skills to interpret various texts, produce clear and coherent writings, demonstrate a range of vocabulary, analyze the development of texts, and effectively communicate. By the end of Seventh Grade English, students will have read a variety of texts in print and multimedia formats: fiction, literary nonfiction, poetry, drama, informational (expository, persuasive, argumentative) texts in multimedia formats, and three genres of writing (argumentative, informative, narrative).


    Unit I for each quarter should be the primary instructional focus. Unit 2 is designed to provide a secondary instructional focus that allows for the use of paired text activities to develop increased comprehension of a topic or subject, develop a range of reading strategies, increase abilities to think about a topic from different perspectives, and support students to write in more authentic ways.

    Quarter 1: Narrative Unit

    Quarter 2: Informational/Expository Unit

    Quarter 3: Argumentative Unit

    Quarter 4: Cumulative Review Unit

    Student Outcomes

    With instruction based on the South Carolina College and Career Ready (SCCCR) Standards, this course aims to produce students with world-class knowledge, world-class skills, and life and career characteristics. Throughout this course of study, students will “systematically engage in the process of inquiry” as outlined in the SCCCR Standards. Students will engage in a variety of reading practices and interact with multiple text genres. Students will use numerous techniques to demonstrate their understandings and interpretations of multiple text types. Additionally, students will write for a variety of purposes using a writing process. This course emphasizes communication skills needed to articulate meaning through collaborative conversations and the strategic use of multiple modalities.



    Overarching Concepts

    The following serve as fundamental concepts for all units of instruction within ELA 7:

    • Cite evidence to support literal and inferential interpretations of multiple text types
    • Use a writing process to produce clear and coherent writings specific to task and audience
    • Acquire academic and domain-specific vocabulary through a range of strategies in order to demonstrate and understand how words shape content and meaning
    • Analyze the development of theme in literature and central ideas in informational texts
    • Research concepts, synthesize information from multiple sources, and communicate ideas using multiple modalities

    Literacy Framework Philosophy

    Aiken County Public School District considers literacy to be the primary element in promoting student growth as thinkers and communicators. Rich experiences in reading, writing, listening, and speaking for all students foster self-directed and lifelong learners. We believe

    • All students should have access to literacy-rich environments.
    • Home-school connections are essential in supporting student growth in literacy.
    • Collaboration among schools, families, and community members is critical to promoting literacy development.