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Grade 07 ELA - EC: E07.C.1.1.2

Grade 07 ELA - EC: E07.C.1.1.2

Continuum of Activities

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

  • Instructional activities designed to be integrated into planned lessons
  • Questions/activities that grow in complexity
  • Opportunities for differentiation for each student’s level of performance

Grade Levels

7th Grade

Course, Subject

English Language Arts


  1. Define what makes a source credible.  

  2. Recognize accurate, credible information in a source.
  1. Determine what evidence is needed to support a particular claim.

  2. Determine whether an online source can be considered credible.
  1. Develop a logical argument with relevant information using accurate, credible sources. 

  2. Critique a written or spoken argumentative piece for logical reasoning and relevant evidence from accurate, credible sources.

Answer Key/Rubric

  1. Student defines what type of evidence would make an argument sound.  Students can provide facts or statistics from credible sources.  Students should be cognizant of using credible sources.  In online searches, students should be aware of the difference between .com, .org, .gov, and .edu websites.   

  2. Students will recognize information from a source that seems accurate and credible.  Students will ask questions of information that seems illogical or improbable and seek out more information by continuing to search information.

  3. Student identifies what types of information make a claim believable.  These include researched facts, facts proven true over time, and statistics.  Students recognize that opinion and some information found on websites cannot be considered credible and/or accurate.

  4. Students recognize that .com, .edu, .org, and .gov websites each have a varying degree of credibility.  Students should demonstrate an understanding that:
  • .com websites are generally for commercial businesses
  • .edu websites are for educational/collegiate purposes
  • .gov websites are for governmental agencies
  • .org websites are generally for not-for-profit business

Further, students should recognize that each of these website types have their affordances, limitations, and bias. 

  1. Student demonstrates an ability to build a strong argument in support of their beliefs on a topic.  Students will write a thesis statement in which they clearly state their position on a topic.  Students will use ample evidence in support of that thesis statement.  Students will acknowledge opposing or alternate views.  Students will write a concluding statement or paragraph (depending on length of this writing) that reinforces their beliefs on this topic.  Students use information from credible sources based on their understanding of different types of web-based sources.

  2. Student will demonstrate an understanding of the purpose of argumentative writing/speech and will be able to identify a writer’s/speaker’s claims.  Students can critique the argument looking for a thesis statement, evidence in support of a claim, acknowledgement of a counter claim or opposing view, and a summary.   Students will consider the source of the information and what the intent of that source is in determining credibility.
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