Language Arts Curriculum Guide Template—Detailed Curriculum Guides files/La… · Web viewWhich sentence has the underlined word spelled correctly? ... Which pronoun pair correctly

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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003

Go to Writing Process McRel AlignmentGo to Composition StructureGo to Basic Grammar and Usage State Board Cut Scores: March 6, 2003Go to Conventions: CapitalizationGo to Conventions: Punctuation State Standards Go to Conventions: Spelling

New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process

State Standard

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Learning Continuum and other

Performance Objectives

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Writing Composition and the Writing Process Return to TopPre-Writing Skills:

735.01.aUnderstand and use the writing process. (Brainstorming)

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:Teacher Observed1. Webs for thorough examination

of topic. 2. Outlines for organization,

compound topic sentence, transitions, strong supporting details and examples. (Should have more “red” than other colors.)

Of Learning:RIT 201-210RIT 211-220RIT 221-230

Expository Writing: Given a topic, have student brainstorm ideas and details, organize them in a concept web or other graphic organizer, and convert those into an outline. (May use Inspiration software.) Demonstrate and practice compound sentences for topic sentences. Mark outlines with highlighters, green=topic sentence and conclusion, yellow= transitions, and red=details and examples.Narrative Writing: brainstorm ideas for creative verbiage, such as metaphors and other figurative language for a given story topic.

Step Up to Writing: Section 2-7 organizing paragraphsSection 2-20 topic sentenceswww.sopriswest.com

Family Links: Sample writing prompts--Six Traits Prompts Webpage

http://www.nwrel.org/assessment/prompts.asp?odelay=2&d=1&prompt=1



http://www.sopriswest.com/

http://www.sopriswest.com/

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Drafting

735.01bWrite in a variety of formats735.02cConvey supported main ideas

Learning Continuum


For Learning:Teacher ObservableWritten first draft faithfully follows outline. Uses clear and specific details and examples.


Expository Writing:Model how points in the outline become a sentence or series of sentences in a draft. Write a first draft following an outline created using prewriting outline.

Step Up to WritingSection 2: organizing paragraphsSections 3: paragraphs with special purposes

Revising Skills

735.01cAppropriate style and vocabulary735.02bVariety of elements735.02cConvey supported main ideas

Learning Continuum

Teacher Observable

For Learning:Teacher ObservableWritten drafts demonstrating a gradual improvement in good examples and details. Written drafts demonstrating improvement in word selection, and elements of writing.

Given a weak essay students will make content and style changes to improve the writing using six traits rubric.

Of Learning:See Test Items from row above

Expository Writing: (Be sure to model and train for these first. )Have students do at least two readings of their papers. In the first reading have peers make suggestions based on content, organization, and strength of supporting details.

On the second reading have peers (in groups) make suggestions for word choices, strengthening exact nouns, strong verbs and vivid adjectives. Have students add one or more elements such as alliteration, metaphor, etc.

Use Editing and Proof-

Learning Continuum

For Learning:Given a piece of writing with several

Be the Editor lesson to practice marking errors.

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reading Processes

735.02aWrite and edit for correctness and clarity


errors, students will mark corrections using the appropriate symbols.


Use proofreading rubric to correct a writing assignment for a peer. Be sure to include:o Capitalizationo Spellingo Commaso Spacingo Complete sentenceso End punctuationo Subject-verb agreement

Writing Composition and Structure Return to TopAppropriate Format735.01bVariety of formats

Learning Continuum


For Learning:Given the type of document students will list (or draw) the main formatting elements.


2 Use standard presentation formats for various types of writing.Model and provide graphic organizers for standard essay, letter, newspaper article, poem (limerick), memo, etc.

For organization see: Prewriting Skills

Variety of Formats 735.01bVariety of formats

Learning Continuum


For Learning:Given a topic and audience students will select an effective format and justify their choice.

Of Learning:ISAT Goal not in original Learning Continuum

Try having students choose a variety of formats using the same topic and explore the impact of formats based on the purpose of the writing. o Formats: newspaper article, short

descriptive essay, persuasive paper, letter, diary entry

o Purposes: express self, inform, create, explain, persuade, entertain, debate, question

Appropriate Style and Vocabulary

Learning Continuum

For Learning:In a sample of writing:

Revise lead to make it more

Find several interesting stories and copy the first paragraph of each. Discuss the author’s method of involving the reader in

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735.01cAppropriate style and vocabulary


effective Replace highlighted words

with word choices more applicable to the style of writing

Replace passive verbs with active verbs.

the story. Examine similarities and differences between different stories. Write several new leads for the same story using different author strategies. Have the class vote on the most effective lead.With same paragraphs, highlight some word choices and explore how the word choices would differ for different audiences &/or formats.

Variety of Elements735.02bVariety of elements

Learning Continuum


For Learning:Teacher ObservableFinished poem demonstrates use of figurative language.

Have student write a poem that includes some of the following elements:o Alliterationo Hyperboleo Metaphoro Personification

Collect figurative language from a variety of literature sources. Put on overheads and have kids identify what each represents.

This was not our idea; see the learning continuum. Blame NWEA for bizarre grouping of ideas.

Details735.02cMain ideas and details/ examples

Learning Continuum


For Learning:Finished composition demonstrates clear main idea and appropriate supporting details and examples for particular audience and style.

See Prewriting: Outlining activity w/highlighted supporting ideas

Demonstrate RAFT organizer (Role, Audience, Format, Topic): 1. Select wide topic and have groups of students write RAFT formula for it; list various formulas on board and analyze choices and how they affect tone, voice, style. 2. Students apply RAFT for their own compositions

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Composition Forms735.01bVariety of formats735.01cAppropriate style and vocabulary735.03Writing to inform735.04 writing for literary response/ expression735.05Write to analyze and evaluate735.06Write research findings735.07Write technical information

Learning Continuum


For Learning:Given a limerick students will correctly identify a correct or incorrect rhyme.

Given a portion of a piece of writing, students will correctly identify what type of writing it is.


For writing to inform see Prewriting, Drafting, and Revising.

Share a number of limericks and help students discover the rhyming scheme and format. Then model writing one with the class. Make a sample rhyming dictionary having the students come up with the rhyming words. Then they can use the dictionary as a resource in writing their own limericks.

Collect passages that inform, explain, respond to literature, analyze and evaluate, report research findings, and share technical information. Analyze with students the similarities and differences. Create a description of the defining characteristics of each. Examples might include yellow pages ad, letter to the editor, friendly note, diary entry, poem, book report, science article, etc.

For standards (not tested by ISAT): Students must have practice writing in these formats: research report, “how to” essay, book report, and an informative article.

Variety of Components735.02cMain ideas and details/ examples

Learning Continuum

For Learning:Given a piece of writing students will identify the organizational style.Advanced: Students will re-organize a paper into another organizational style.

Given a lengthy piece of writing

Demonstrate different organizational styles using graphic organizers and using an example topic to create an outline for each.o Sequential/process papero Chronological sequenceo Main idea to exampleso Examples to main idea

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students will determine where paragraph breaks should be.

Of Learning:RIT 201-210 (Develop Paragraphs)RIT 211-220 (Develop Paragraphs)RIT 221-230 (Develop Paragraphs)

o Least important to mosto Most important to least

Take well-organized short essay and remove all paragraphing so that it is one BIG paragraph. Have students open the file and work with a partner to determine where the paragraph breaks should be. Finally compare paragraph break choices of various partners.

Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml Variety of Sentences735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Students will identify the four types/functions of sentences in a piece of writing. Teacher Observable: Student writing demonstrates variety of sentence types/functions.


Display an example of each of the following sentence types/functions: declarative, interrogative, imperative, exclamation. Ask what sentence #1 does (tells something) and lead class to word “declare”; then explain it’s called a declarative sentence. Do similar analysis w/other types. Identify in piece of literature various sentence forms and analyze how they make the piece effective.

Sentence Structure / Type / Kind735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Given an example of each, students will identify each sentence type, either by name or by part of speech pattern. Students will also complete sentences that are missing an adjective following a linking verb.

Of Learning:RIT 201-210

In daily oral language, also identify the parts of speech (especially, noun, verbs, and adjectives) pointing out the sentence patterns noun-verb, noun-verb-noun, noun-verb-verb.

Create an example for each of the sentence types (simple, compound, complex, and compound, complex-also with simple and compound subjects

http://www.ncte.org/positions/grammar.shtml

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RIT 211-220RIT 221-230

and/or predicates). Use these examples to describe the properties of each. Then use DOL to have students identify sentences of different types, and have them alter a sentence into another type.

Have students complete sentences that are missing the adjective following a linking verb.

Subject-verb agreement 735.02aWrite and edit for correctness and clarity

Learning Continuum

Teacher ObservableISATECADWA

For Learning:Given sentences with incorrect subject-verb agreement, students will correct the verb form. Students will also identify singular and plural subjects based on the verb form in a sentence.Teacher ObservableStudent writing demonstrating correct usage.Of Learning:RIT 201-210RIT 211-220RIT 221-230

Introduce subject-verb agreement by giving students 2 nonsense sentences where the subject is clearly singular or plural. Have them identify the correct verb form. (The ama ____ the borbh. The amas ____ the corbh. (plin or plins) Then talk about the correct conjugations for the different subjects (I, we, you, they no “s”/ he, she, it with an “s”). Use DOL to practice correcting and identifying sentences with correct subject-verb agreement. (Holt, Rinehart, and Winston, 2004) **”Jabberwocky” poem is excellent resource also.

Family Links:

Noun Forms735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:

Students will correctly use regular and irregular plural nouns in writing. Students will also identify collective nouns and correctly use them in a sentence (subject-verb agreement).


Possessive nouns: Give the students the following sentence, “The actors will wear the final versions of lion masks, each attached to a frame holding the mask above the actor’s head.” Ask students to tell how the words “actors/actors’” are different. They are both nouns (person, place, or thing), but one shows ownership. Have students practice creating possessive nouns for regular singular and plural and irregular plural nouns. Discuss the rules for forming possessive nouns.

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(High Point, Level C, Hampton-Brown, 2001)

Review and use regular and irregular plural nouns in DOL and other writing assignments. Also include collective nouns.

Pronoun Forms735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Teacher ObservableStudent writing demonstrates proficiencyStudents will correctly use and identify pronouns in short multiple choice quiz.


Use DOL to identify parts of speech including subjective, objective, possessive and reflexive pronouns.

Divide class into groups and ask each group to write a paragraph on a topic such as a class trip, sport, or project. One student begins by writing a sentence containing a personal pronoun, then underlining the pronoun and identifying the type. The next student adds to the paragraph and includes a different type of pronoun. (Holt)

Use DOL to practice using compound subjects with I (John and I) and compound objects with me (John and me).

Also, as part of the subject-verb agreement DOL practice, have students identify singular and plural subjects with indefinite pronouns (some of us, all of us, a few of us, both of us, either of us, neither of us). Match the subjects up to a number line to show that the agreement has to do with the number of people referred to in the subject.

Verb Tenses735.02aWrite and edit

Learning Continuum

For Learning:Given a sentence students will identify past, present, or future

Cover 3 verb tenses: past, present, and future (past and present perfect would also be good, but aren’t on the learning

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tenses. Students will also convert the verb in a sentence from one tense to another.


continuum.) Have student conjugate verbs from one tense into another. Then play a tense game. With students on teams, give a sentence in one tense and ask for it back in a different tense. One student on the team repeats the sentence in the new tense. If the student gets it right, he/she takes a shot at the basket. If student is incorrect, any member of the opposite team may try. Teams earn points. This works well for multiple verb tenses and subject pronoun shifts as well. Then try having students identify the tense of a given sentence.

Irregular Verb Forms735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Teacher ObservableStudents using a variety of verb tenses correctly in writing.


Use the Teacher’s Book of Lists (or other source) to find the most frequently used irregular verb forms, which are mostly past tense and past participles. Have students make flashcards with the present and past on one side and the present and past perfect on the other. Students shuffle their cards together in groups. Then they quiz each other on the tense of any given pair. Next, students work together to create sentences using various tenses. From these, students in one group write the sentence on the board without the verb. The rest of the class tries to figure out the correct form of the irregular verb.

Adjective Forms735.02aWrite and edit for correctness and clarity

Learning Continuum

Teacher ObservableISATECA

For Learning:Given a sentence, students can identify the adjectives. Given a sentence with a predicate adjective, students can give the comparative or superlative. Given a sentence using “well” or

Use DOL sentences to identify adjectives.

Use Masterpiece Sentence strategy (Language!) to expand simple sentences to include adjectives and adjective phrases telling how many, which one and what one about the subject.

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DWA “good”, the student can identify if it is used correctly.Teacher ObservableComparison/Contrast essay emphasizing adjective use.Masterpiece Sentences (Language!)


Give students a number of adjectives. Have them write matching sets using the adjective, its comparative and superlative forms. o He is tall.o They are taller (than he is).o I am the tallest (of all).Spelling review: Be sure to give some adjectives that include the spelling rule “y” to “i” for suffixes beginning with a vowel. Also give some that are irregular (i.e. good, bad, some).

Give students nouns that can be changed to adjectives by adding “-al.” Have them use the words correctly in a sentence.

Review usage of well and good, pointing out that well is an adverb, while good is and adjective. Give them some practice using them correctly.

Adverb Forms735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Teacher observableStudent finished masterpiecesGiven sentences, students will identify adverbs, comparative adverbs, and superlative adverbs

Of Learning:RIT 201-210RIT 211-220

Use Masterpiece Sentence strategy (Language!) to expand simple sentences to include adverbs and adverb phrases telling how, when and where the action took place.

Give students in groups of 4 (or with a partner) a list of adjectives. Have students 1 & 3 do comparative, and 2 & 4 do superlative. Have students create sentences using the word in the correct format. (i.e. She is sweet. He kissed her more sweetly than an angel. She smiled the most sweetly of all.)

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Negative Forms735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Teacher observableDeliberate use of double negatives, not otherwise, in student writing.


Find sentences from dialogue, demonstrating the use of a double negative for emphasis, or vernacular speech. Then examine how the literal meaning is different than the intended meaning. (i.e. I don’t know nothing, means that you do know something.)

Phrases735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Teacher observableGiven a phrase in a sentence, students can identify the type of phrase.


Use DOL sentences to have students identify subject/predicate of a sentence. Have them double underline the verb phrase (or complete predicate.

Have students find prepositional phrases and determine if they are being used as an adverb or as an adjective. Use sentences diagramming for frequent short practice at identifying these.

Clauses735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Student sentencesGeneral student writing


Introduce the subject of complete sentences and sentence fragments by comparing the sentence to a car, which requires both the body and the engine to work, just as a sentence needs both a subject and a predicate. Give students subjects and predicates on strips have them use these as a base for more descriptive sentences. Then do the opposite by giving longer sentences and having them find the base subject and predicate.

Have students write 2 related sentences on strips. Then give each student a

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subordinating conjunction (although, when, since, etc) and have them put it at the beginning on one sentence. Show them that these words turn the sentence into a fragment that has neither subject or predicate (although there is a noun/verb) and see if their other sentence will make it back into a complete (complex) sentence. Have the student identify the base subject/ predicate. Have students create several such sentences and use them in a paragraph.

Noun / Pronoun Antecedent735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Multiple choice quiz

Teacher ObservableStudent writing

Of Learning:RIT 201-210

RIT 231-240

Have students work at the board as you dictate sentences containing pronouns. Ask students to circle the pronouns and draw arrows to each pronoun’s antecedent. (Holt)

Subject and Predicate735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:DOL

Of Learning:Not on original learning continuum

Use DOL to help students identify subject and predicates. Differentiate between simple and complete.

Run-ons and Fragments735.02aWrite and edit for correctness

Learning Continuum


For Learning:Student writingGiven sentences students will identify a fragment, run-on, or correct sentence. Students will correct incorrect sentences.

Use DOL practice with fragments and run-on sentences. Correct these by adding punctuation, conjunctions, or by combining or separating sentences.

Also, find examples of each from student writing and ask students to correct them.

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and clarity DWA Of Learning:Not on original learning continuum

This can also be used with Sentence Fluency to show how longer and shorter sentences can be used effectively.

Conventions: Capitalization Return to TopFundamen- tal Rules: Beginning Capital-ization


Learning Continuum

Teacher ObservableDWAISATECA

For Learning:Student writing


Practice writing a generic letter requesting information. Correctly capitalize the greeting and closing without a proper noun (only first word is capitalized except for Sir or Madam).

Use DOL followed by actual writing of a dialogue to practice dialogue capitalization and punctuation. Perform the dialogue.

This is what they will test.

Capitalization: Adjectives & Titles


Learning Continuum


For Learning:Student writing


Use DOL capitalization practices.

Include examples such as:orchestra vs. Boise Symphony Orchestralake vs. Payette Lakewar vs. World War IIFrench, English cultures, etc.

Capitalization: Proper Nouns

735.02aWrite and edit for correctness

Learning Continuum

Teacher ObservableDWA

For Learning:Student writinglists

Of Learning:See test items from row above, “Adjectives, Titles, Sentence Beginnings”

Use DOL capitalization practicesInclude:Compass directions vs regional names(west, how the West was won)Titles A senator of U.S. Senate vs. Senator Gordon

Family Links:

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and clarity ISATECA

Give students a large number of nouns, both proper and common, without capitalizing any of them. Have students sort them into two columns and capitalize as needed.

Fundamental Rules735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Title selectionsBulletin board presentation

Of Learning:Not on original Learning Continuum

Use DOL daily practice.

Show students which words do not get capitalized on publication titles (articles and many prepositions) Have them make up titles that should have been sold to people as they boarded the Titanic.

Assign two capitalization rules to each student. Ask students to find examples in print and cut/copy them to create a bulletin board display that has both the rule and 2 examples. (Realize that some published material will deliberately break rules.)

Conventions: Punctuation Return to TopUse Appro-priate End Punctuation735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Teacher ObservationStudent writing

Given sentences with missing or incorrect end punctuation, students will correct it.Of Learning:RIT 201-210RIT 211-220

Use DOL to practice end punctuation.

See Fundamental Rules: Beginning Capitalization for dialogue activity.

(Writing project rubrics should also include training students to self/peer edit separate from the revising process.)

Family Links:

Use Commas Appro-priately

Learning Continuum

For Learning:Correctly insert commas in a series of sentences containing appositives,

See Fundamen-tal Rules: Beginning Capital-ization for dialogue activity.

Family Links:

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phrases, or subordinate clauses.



See Masterpiece Sentences (adjectives) and Masterpiece Sentences (adverbs) for practice with adjective and adverb phrases.Also stress need for comma following an opening dependent (subordinate) clause in a complex sentence.Use clause word strips to write complex sentences, having students emphasize the pause after opening dependent clauses; indicate a comma should go there.

Use sentence strips to write sentences with appositive phrases. Then have students work with a partner to figure out which words could be left out by folding the strip so that those words do not show. (Shelly, a great athlete, won the decathlon.) Then show them that commas must go on the folds. Have them create other sentences using appositive phrases in various positions and correctly punctuate them.

Use Apos-trophes735.02aWrite and edit for correctness and clarity

Learning Continuum

Teacher ObservableDWAISAT

For Learning:Given a contraction, students will write the component words, or in reverse, will create the contraction from the words.


Of Learning:

See Possessive Nouns for strategies for forming singular and plural, regular and irregular possessive nouns.

Have groups of students create posters or word table of contractions of helping verbs. (will not=won’t, should not=shouldn’t)

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ECA RIT 201-210RIT 211-220RIT 221-230

Appropriate Marks in Dialogue735.02aWrite and edit for correctness and clarity

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning:Student written dialogues

Of Learning:RIT 201-210 (Enclosing Punctuation)RIT 211-220 (Enclosing Punctuation)

See Capitalization for dialogue activity.

Display a cartoon strip on overhead. Instruct students to rewrite the conversation in dialogue form. Do together or have student volunteers put their dialogues on the board. Go through them together, demonstrating the appropriate punctuation and capitalization, and how it varies depending on placement of the tag line.

Use underlining for titles735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Student writing Student title lists

Of Learning:RIT 211-220RIT 221-230

Give students category headings of book, magazine, movie, music CD, newspaper, play, television. Have them write an example of their favorite in each category. Then underline each. Explain that on the computer, the underline is changed to italics. Have students write a sentence on the board, using their favorite examples. Have other students check to make sure titles are underlined correctly. (Not tested at this grade; however, it would make sense to talk about quotation marks around “smaller” parts, like songs on the CD, articles in the magazine, etc.)

Dependent and Independent Clauses / Comma Usage735.02aWrite and edit

Learning Continuum


For Learning:Frequent “practice” quizzesStudent writing

Of Learning:Not in original Learning Continuum

Give students paired examples of compound-complex sentences such as, -While we like pizza, we don’t eat it and often order salad.-While we like pizza, we don’t eat It, and we often order salad.There are two rules to teach. 1. A comma goes between the

dependent (subordinate) clause and

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the independent clause. Key subordinating conjunctions can help students identify these (although, while, since, etc.) **Refer to “Use Commas Appropriately” in sentences.

2. Compound sentences (two independent clauses joined by a conjunction) a comma goes before the conjunction.

Have students practice writing these types of sentences and adding the commas between the clauses as needed. (Note: this is difficult and only one test item in the samples addresses it.)

Conventions: Spelling Return to TopHigh Frequency Spelling Words735.02aWrite and edit for correctness and clarity

Learning Continuum


For Learning:

Spelling games and activitiesCorrect spelling in student writing.


Practice, Practice, Practice

Use a variety of spelling games to encourage practice of non-phonetic words.

Create a spelling dictionary for words that students frequently misspell. Have students add their own spelling demons to this dictionary. Have students use it regularly. Special words may be added for particular assignments.

Testing on: -ance/-ence, -ary/-ery, plural form of words ending in –o.

Spelling Lists

Conventional Rules735.02aWrite and edit for

Learning Continuum

Teacher ObservableDWA

For Learning:Practice quizzes

Of Learning:See row above, “High Frequency Words”

Teach -i before –e except after –c rhyme.

Teach students strategies for spelling phonetic words.o Sound out words carefully and write

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correctness and clarity

ISATECA

down what you hear.o Break words into syllables and make

sure each syllable matches the sounds in the written word.

o Write difficult words in the spelling dictionary.

o Practice saying the word exactly as it is spelled for future reference.

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State Writing Standards—7th Grade

Return to Top01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily

available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.

733. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 7, SECTIONS 734 THROUGH 738. The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

735. WRITING.Rationale: Students write to demonstrate skill and conventions according to purpose and audience.

Standard - The student will: Content Knowledge and Skills: Samples of Applications:01. Understand and

use the writing process.

Back to Writing Process

a. Understand and use steps of writing process:- Brainstorm;- Draft;- Revise;- Edit;- Publish.

i. Use various genres and modes for writing: poetry and fables, narrative and expository.

ii. Write coherent paragraphs.

Back to Writing ProcessBack to Comp. & Struc.

b. Write in a variety of formats to record, generate, and reflect upon ideas.

i. Create learning logs, personal learning records, laboratory reports, and journals.

ii. Write for a range of purposes: To express self To inform others To create To explain ideas To persuade others To entertain To debate To question


c. Identify and use appropriate style and vocabulary for particular audience.

i. Use connotation and denotation to select appropriate vocabulary.

ii. Replace all "passive" verbs with "active” verbs to strengthen voice and clarity.

02. Write and edit for correctness and

a. Determine and apply rules and conventions for the

i. Demonstrate understanding of correct subject/verb agreement, verb tense,

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clarity.

Back to Writing Process

Back to Grammar and Usage

Back to Capitalization

Back to Punctuation

Back to Spelling

following:- Eight parts of speech,

dependent and independent clauses, and common phrases to include prepositional participle and appositives;

- Punctuation;- Capitalization;- Spelling;- Legibility.

and use of modifiers.ii. Identify errors related to use of double

negatives, redundancies, and homonyms.

iii. Use the Eighth Grade Direct Writing Assessment Scoring Standard to guide proofreading.

iv. Participate in peer editing process. Use student-friendly scoring standards and anchor papers.

v. Spell seventh-grade high-frequency words in written work with ninety percent accuracy.

vi. Identify and apply use of prefixes and suffixes with base words.

vii. Practice, use, and apply spelling rules in daily writing. Double final consonant of a word

whose final syllable is accented and which ends with a single vowel and consonant before adding a suffix that begins with a vowel.

Add “s” to words ending in a vowel plus “y” (key/keys).

Drop the final “e” before adding a suffix that begins with a vowel (have/having).

Add “es” to nouns that end with “s” “ss,” “sh,” “ch,” or “x” to make plural.

Keep the final “e” when adding a suffix that begins with a consonant (late/lately).

Change the “y” to “i” when adding a suffix to words that end in consonant “y” unless the suffix begins with “i.”

Double the final consonant of a word that ends with a single vowel and consonant before adding a suffix that begins with a vowel (get/getting).

Add “s” to most nouns to form plurals (friend/friends).

Change “f” or “fe” to “v” and add “es” to some nouns that end in “f” or “fe” (half/halves, knife/knives).


b. Incorporate a variety of elements of writing:- Alliteration;- Figurative language;- Hyperbole;- Metaphor;- Personification;- Vocabulary.

i. Replace three adjectives in own writing with appropriate metaphors.

ii. Replace overused and simplistic adjectives with more descriptive words.


c. Convey clear and focused main ideas that are appropriately supported by

i. Write business documents, personal letters, letters to the editor, and essays.

ii. Write thank-you notes.

21


details and examples for selected topic, audience, and purpose.- Use topic sentences,

appropriate word choices, variety of sentence structures, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources;

- Choose tone, voice, style, mood, and persona appropriate for various purposes, disciplines, and audiences.

iii. Write an introduction for a speaker.iv. Write a laboratory and/or scientific

report.v. In writing, present facts and directions,

explain ideas, and define such terms as cause and effect relationships; compare and contrast.

03. Write to inform and explain.

Back to Comp. & Struc.

a. Use facts, data, and processes from technical and non-technical materials to inform through writing.

i. Use such resources as newspapers, magazines, manuals, and literary works from which to collect data.

ii. Practice note taking. Include listing main ideas, omitting unnecessary words, and using abbreviations.

b. Produce documents in appropriate format to inform and explain.

i. Respond in writing to a teacher-prepared, written expository prompt once per grading period.

ii. Evaluate own writing using the Eighth-Grade State Direct Writing Assessment Scoring Standard.

04. Write for literary response and expression.


a. Compose a response using ideas and techniques from a variety of literature and fine arts that represent many cultures and perspectives.

i. Analyze two authors' styles. Write a response that imitates one of the authors' styles.

ii. Write about a particular aspect of a piece of literature and relate to own experiences.

b. Appropriately use a thesis statement and supporting evidence.

i. Write an evaluative essay of a favorite book or movie.

ii. Respond to essay questions in paragraph form: include topic sentence, supporting details, and conclusion.

c. Write and publish original creative works that include figurative and descriptive language.

i. Produce short stories, essays, poetry, and plays.

ii. Incorporate metaphor, simile, personification, alliteration, imagery, consonance, and assonance.

05. Write to critically analyze and evaluate.


a. Analyze for the following elements:- Purpose;- Ideas;- Style;- Structure;- Effectiveness.

i. Analyze elements within persona, peer and professional writing, current events, visual and performing arts, advertising, and political/civic discourse.

ii. Compare such elements in formal and informal poetry as rhyme, scheme,

22


figurative language, rhythm, and voice.

b. Use a thesis and appropriate supporting evidence to persuade and inform a specific audience.

i. Produce a critique, review, proposal, and editorial.

ii. Explain personal perspective related to the arts or other cultural perspective.

c. Use writing to persuade. i. Identify persuasive language in posters, commercials, and other print. Create classroom list.

ii. Use persuasive language in a letter to convince a friend to travel to a foreign country with you.

06. Write to gather, synthesize, and communicate research findings.


a. With teacher support, incorporate a variety of informational and technological resources to perform the following:- Appropriately paraphrase,

quote, and cite to avoid plagiarism;

- Consider motives, credibility, and perspectives of authors when selecting resource materials;

- Formulate thesis or focus and provide relevant support.

i. Produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations.

ii. Incorporate geographical research process: Choose and limit topic; prepare

research questions. Locate reference materials; prepare

bibliography and note cards and paraphrase resource materials.

Gather information from at least two sources; select relevant information.

Summarize information into a one- to two-page report.

Bookmark and create files for information gathered from the Internet.

b. Present research findings. i. Locate information within reference materials that compares, contrasts, defines, and explains two or more things.

ii. Summarize data collected in research notes.

07. Write technical information.


a. Locate specifically-named sources.

i. Identify, select, and prioritize web sites.ii. Communicate with others via

computer.iii. Interpret and organize information.

b. Produce technical document. i. Arrange and format text with a processor.

ii. Combine visual text to create multimedia presentations.

23


7th Grade Spelling ListsReturn to Curriculum Guide

List 7.1 List 7.2 List 7.3 List 7.4 List 7.5 List 7.6 List 7.7account activities Alaska alphabetical bridge brief brightboard both bread breakfast already alter althoughrepresent required return round sample scattered scenespeak special species specific spend spent spokedegrees delight delivered deposits destroyed details determinecongruent connected consider consists construct contain contrastdisease diving drifted eager easy effect effortexpress expression extend fabric false familiar famousfollow forth forward France involved issue juiceinside instant integers interest function further future

List 7.8 List 7.9 List 7.10 List 7.11 List 7.12 List 7.13 List 7.14British build buried business cabin camera captainamong amount apart appear approached arrived atmospheresection segment selection sentence September settled severalspread stage statement storm straw strength string

developeddevelopment differ dinner direction discovered create

control council courage course cousin crawled supportEgypt electrons elements empire empty enemy engineerfarther feather features federal fellow few fight

knocked large learned limited listenmanufacturing melody

gently Germany glance gradually grinned happened harbor

24


List 7.15 List 7.16 List 7.17 List 7.18 List 7.19 List 7.20 List 7.21celebrate chance Chinese chord circuit citizens claimatomic attention audience automobile available aware balanceshadow shape share sharp short simply sincestruggle substances suggested clues comfortable compass complexcreatures crowd crystals curious customs danger dangeroussuppose surface surrounded sweeping swing switch teamentered entire equivalent thick thin though threadfinal finally floating erosion errors established eventsMexico minor Mississippi mistakes molecules money motionhighway hospital however hungry husband imagine importance

List 7.22 List 7.23 List 7.24 List 7.25baseball basic beneath beyondrelationship religion remember replacesingle singular slightly socialdaughter death decide decisioncomposition compound conditions congresstelevision territory theory thereforetogether tomorrow university varyexpanded expect explain explorersevidence examine exclaimed existimprove income indeed independence

Be the Editor Lesson PlanReturn to Curriculum Guide

Be the Editor!Subjects: Arts & Humanities: Language Arts; Social Studies: U.S. History, Regions/Cultures Grades: 3-5, 6-8 Brief DescriptionStudents search for capitalization, punctuation, spelling, and grammar errors in a work sheet about famous black Americans. ObjectivesStudents

apply their knowledge of rules of English grammar, punctuation, capitalization, and spelling.

learn about some accomplishments of famous black Americans.

25


Keywordsspelling, editing, grammar, punctuation, capitalization, black history, language

Materials Needed Be the Editor! student work sheet (provided—next page)

Name:______________________________

Be the Editor!

DIRECTIONS: Find the capitalization, punctuation, spelling, or grammar error in each sentence below. Mark the error clearly; then insert the change you would make to correct the sentence.

1. Sojourner Truth was born Isabella Baumfree in 1797 in hurley, New York.

2. Jazz musician Louis Armstrong was born so poor that the walls of his family's home were decorated with pictures torn from the sunday newspaper.

3. Martin Luther King Jr. skipped the ninth and 12th grades and start college at age 15.

4. Boxing champ Joe Louis kept his heavyweight title for more than 11 yeers.

5. At a 1935 track meet, Jesse Owens broke three world's records and tie a fourth.

6. In Febuary 1926, Carter Woodson started Black History Week.

7. George Washington Carver were the first black man to graduate from Iowa State University.

8. Roberto Clemente was born August 14 1934, in Carolina, Puerto Rico.

9. Booker T. Washington started a school in Alabama where black children were taught carpentry, printing, shoemaking farming, and other skills that would get them through life.

10. "I never lost a passenger" said Harriet Tubman, who led more than 300 slaves to freedom along the Underground Railroad.

© 2002 by Education World. Educators have permission to reproduce this work sheet for student use.

http://www.education-world.com/a_lesson/TM/WS_editor_249a.shtml

http://www.education-world.com/a_lesson/lesson249.shtml

26


Lesson PlanPass out the Be the Editor! student work sheet. Have students complete the work sheet individually or in pairs. When students have completed it, review the work sheet together.

AssessmentStudents will identify at least eight of the ten errors in the statements on the "Be the Editor!" work sheet and make the following corrections:

1. Hurley (the name of a town) should begin with a capital H

2. Sunday (a day of the week) should begin with a capital S

3. start should be the past tense started

4. yeers should be spelled years;

5. tie should be past tense tied

6. Febuary should be spelled February

7. were should be was

8. a comma should be placed after the 14 in the date August 14, 1934

9. a comma should be placed after shoemaking (a series listing)

10. a comma should be placed between passenger and the closed quotation mark

Lesson Plan SourceEducation World Submitted ByGary Hopkins National StandardsLANGUAGE ARTS

English GRADES K - 12 NL-ENG.K-12.4 Communication SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills

SOCIAL SCIENCES

U.S. History GRADES K - 4 NSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage

GRADES 5 - 12 NSS-USH.5-12.5 Era 5: Civil War and Reconstruction (1850-1877)NSS-USH.5-12.6 Era 6: The Development of the Industrial United States (1870-1900) NSS-USH.5-12.7 Era 7: The Emergence of Modern America (1890-1930)NSS-USH.5-12.8 Era 8: The Great Depression and World War II (1929-1945) NSS-USH.5-12.9 Era 9: Postwar United States (1945 to early 1970s)

NSS-USH.5-12.10 Era 10: Contemporary United States (1968 To The Present)

http://www.education-world.com/standards/national/soc_sci/us_history/5_12.shtml






http://www.education-world.com/standards/national/soc_sci/us_history/k_4.shtml

http://www.education-world.com/standards/national/soc_sci/us_history/k_4.shtml

http://www.education-world.com/standards/national/soc_sci/index.shtml#ush

http://www.education-world.com/standards/national/soc_sci/index.shtml

http://www.education-world.com/standards/national/lang_arts/english/k_12.shtml




http://www.education-world.com/standards/national/lang_arts/index.shtml

http://www.education-world.com/a_lesson/TM/WS_editor_249a.shtml

27


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

CapitalizationAdjectives, Titles, Sentence Beginnings

Return to Curriculum Guide

Capitalize first word of a quotation

Distinguish sentences using quotations that are not capitalized correctly

Capitalize the first word in the sentence and the first word of a quotation

Capitalize the first word in the sentence, the first word of a quotation, and proper nouns

Capitalize the beginning of each sentence in a group of sentences, including quotations within sentences

In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker

Compass directions – when to and not to capitalize them

Full names, including titles

In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker

All titles

Fundamental Rules


Format: Most of the items in this range require correct identification of more that one capitalization error, either missing capitals or incorrect capitals

Format: Longer passages in many of the items

Generalize rules of when to capitalize the first word: sentences, poems, letter

Format: Most items also call on finer distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)

Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, proper/common nouns,

Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns

Distinctions between common and proper nouns, depending on how they are used in the

28


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

greetings Differentiate between similar

common and proper nouns Radio and TV station initials All titles: which words should

and should not be capitalized Compass directions: when

they are correctly and incorrectly capitalized

capitalizing multiple sentences in a paragraph

All titles: what to capitalize and what not to capitalize

Generalize capitalization rules

sentence (Mother, my mother) Generalization of

capitalization rules – classifying types of nouns that should be capitalized

When to capitalize family relationships

Fundamental Rules-Beginning Capitali-zation


Capitalize the first word in the greeting and closing of a letter

Capitalize the first word in the sentence

Capitalize only the first word in a multi-word greeting or closing

Capitalize only the first word in the greeting and closing of a letter with no proper nouns

Proper Nouns


Full names, including titles and initials

Particular places, points of interest, buildings, monuments

Teams, organization, government bodies

Countries and continents Historical events and eras Companies, stores, products Classes, schools

Countries, nationalities, languages Holidays, special events Places, rivers, parks, bridges,

monuments… Artistic groups Buildings, businesses, stores

Full names, professional and family titles

Holidays and special events Nationalities, languages,

countries, continents Towns, cities, particular

geographic locations (___ Valley, Mt. ___)

Organizations, clubs, teams, groups

Classes, courses

29


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Ships Identify proper nouns

Religions

Writing Composition and Structure Appropriate Format


Combine sentences into paragraph structure

Look for patterns of organization in a paragraph

Order sentences into a concise paragraph

Give directions in a systematic order

Use correct business letter structure

Define parts of a research paper Define purposes of poetry (i.e.

feelings, moods, expressions) Define paragraph by genre Identify parts of the newspaper

Use standard forms of indentation Review several paragraphs and

choose the best organization Determine the pattern of

organization in a lengthy passage

Appropriate Style and VocabularyReturn to Curriculum Guide

Focus on exclamatory sentence structure

Choose the best definition for the term “topic sentence”

Choose best opening paragraph in a narrative piece of writing

Use of vocabulary of declarative, imperative, interrogative and exclamatory terms

Composition Forms

Return to

Write limericks Define composition forms in

lengthy passages

(221-230) Select sentences that support topic

sentences Select sentences that support

30


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Curriculum Guide

conclusion Identify all four sentence forms

within a lengthy paragraph(231-240) Find the four sentence types

within a given paragraphDetails


Select clear details for paragraph

Variety of Components


Edit sentences into multi-paragraphs

Determine method of organization (i.e. order of events, from examples to main idea, go from main idea to examples)

(221-230) Identify topic sentence when it is

not the first sentence of the paragraph

(231-240) Edit sentences to create complete

paragraphs

Variety of ElementsReturn to Curriculum Guide

(221-230) Determine mode by reading a

lengthy passage

Variety of FormatsReturn to Curriculum Guide

(221-230) Write in the persuasive mode

31


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Grammar and UsageAdjective Form


Use comparatives “less, least” correctly

Understand the meaning of comparative adjectives

Identify adjectives used in a sentence

Recognize correctly and incorrectly used comparative forms

Recognize that adjectives are words that describe things

Use comparatives “-y, -ier, -iest” correctly

Understand that there are names for various parts of speech; identify which word in a sentence is the adjective

Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “–tion” (inspiration, inspirational)

Understand that comparative –er means to compare two things

Understand the correct use of “good” as an adjective, not an adverb

(221-230) Recognize correctly and

incorrectly used comparative forms, use tricky context clues to determine correct use

Adverb Form


Understand that adverbs can tell “where, when, or how”;

Identify adverbs that tell “when” Use comparative adverbs correctly Understand the meaning of

comparative adverbs

Format: Longer sentences, more difficult vocabulary

Recognize correct and incorrect use of adverbs, including comparative adverb forms

Recognize correct and incorrect comparative adverb forms for words ending in –ly

32


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Clauses


Understand the intended meaning of a particular clause

Identify the main clause in a sentence

(221-230) Identify a dependent clause

33


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Irregular Verb Forms


Format: Difficulty of vocabulary increases in this RIT range

Determine which verb to use in sentences with or without auxiliary verbs

Identify troublesome irregular verbs (lie/lay, sit/set, etc.)

(221-230) Determine which verb to use in a

sentence with or without an auxiliary verb

Identify correct form of less commonly used irregular verbs

Negative Forms


Recognize the correct use of only one negative in a sentence: no more than; hasn’t any

Recognize that two negatives in a sentence is not Standard English

Use “n’t” contractions correctly

Recognize the correct use of negatives “hardly” and “scarcely”

(221-230) Recognize the correct and

incorrect use of negatives “hardly” and “scarcely”

Recognize the correct use of only one negative in a sentence: haven’t anything


incorrect use of negatives “hardly” and “barely”

Recognize the correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we

Noun Forms


Recognize the correct plural form of a noun

Understand the meaning of a singular possessive noun

Recognize which is not a correct irregular plural noun

Identify a plural possessive noun Distinguish plural nouns from

(221-230) Understand the meaning of a plural

possessive noun Recognize the correct possessive

34


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Recognize the correct irregular plural form of a noun

Identify which word is not a plural noun

Recognize the correct use of a plural noun in a sentence

Distinguish possessive nouns from contractions

Recognize a collective noun as being singular, distinguishing it from plural nouns

singular collective nouns, nouns that end in ‘s’, and possessive nouns

Identify a noun that is an idea or a feeling, not just a person, place, or thing

form of a word Distinguish a possessive noun from a

plural noun or a noun used as a contraction with ‘s for “is”

Recognize the correct irregular plural form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting)

Distinguish irregular plurals from words that are not plural

(231-240) Recognize the correct plural spelling

of a noun ending in “y” when just an ‘s’ is added

Recognize the correct plural forms of irregular and not frequently used plurals

35


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Noun-Pronoun Antecedent


Identify the noun replaced by a pronoun

Replace more than one noun with the correct pronouns, matching gender and type of pronoun: nominative, objective, and possessive

Use the correct pronoun in one sentence to match the number and gender in another: them

(231-240) Recognize clear or unclear

pronouns-antecedents

Phrases


Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling

“which”

Recognize what part of the sentence a prepositional phrase modifies

Recognize a prepositional phrase used as an adjective

Recognize the meaning of a verb phrase

(221-230) Recognize a simple noun phrase Recognize and identify a

prepositional phrase containing ‘in’, ‘toward’, ‘with’, ‘around’, ‘into’

(231-240) Recognize and identify a

prepositional phrase containing ‘within’

Recognize adverb and adjective phrases

Pronoun Forms


Recognize the correct and incorrect use of nominative, objective, possessive, and demonstrative pronouns

Use objective pronouns correctly

Identify which word in a sentence is the pronoun

Recognize the correct and incorrect use of reflexive, nominative, possessive, and


incorrect use of nominative and objective case pronouns in complex sentences

36


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

in a complex sentence: Everyone except ___…

Recognize correct and incorrect use of “their, they’re, and there”

Use reflexive pronouns correctly: themselves

objective pronouns Understand the meaning of a

pronoun: “all of us” = “we” Use nominative case pronouns

correctly Use nominative pronouns

correctly in compound subjects Recognize the correct and

incorrect use of “I” in a compound subject or in a list

Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves

Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each, one, either)

Use nominative pronouns followed by a noun correctly: We boys will…

Use nominative pronouns correctly as the first word in a compound subject

Use indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several)

Distinguish “that” used as a pronoun from “that” used as an adjective

Recognize the correct and incorrect use of “who, who’s, and whose”

Run-on Sentences & Fragments


Recognize complete and incomplete sentences (first time this term appears)

Recognize a group of words as an incomplete sentence or a question

Identify sentence fragments

Sentence Structure/ Type/Kind

Identify compound sentences Identify sentence patterns (some

articles and possessive pronouns used in short, simple sentences):

Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verb-noun, noun-verb-verb

(221-230) Identify sentence patterns

(sentences containing adjectives and helping verbs): noun-verb,

37


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230


noun–verb, noun-verb-noun Change the word order and keep

the same meaning Add a phrase to form a complete

sentence Verbalize what sentence part is

needed to form a complete sentence: subject, object, adjective, or subordinate clause

Identify a sentence as simple or compound

Complete sentences correctly with words or phrases

Recognize sentences with clear meaning and correct form

Name the part of the sentence needed to complete a sentence: adjective to complete the linking verb

Recognize complete complex sentences

noun-verb-noun, noun-linking verb-noun

Determine the correct verb forms or verb phrases to use in compound or complex sentences

(231-240) Identify a complex sentence

Subject & Predicate


Name the two main parts of a sentence

Identify the subject of a sentence (221-230) Identify the predicate of a

sentence Identify the part needed to

complete a sentence: subject, object, or adjective to complete the linking verb

Verbalize that a predicate contains a verb

Subject/Verb Agreement


Recognize the correct use of subjects or verbs in the following cases:o Singular subject – linking verbo Singular subject – main verb

Recognize the correct use of subjects or verbs in the following cases:o First person singular subject –

main verb

(221-230) Recognize the correct use of

subjects or verbs in the following cases:o Complex subject (“one of the

38


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

o Plural subject – linking verbo Plural subject – auxiliary verb

o Identify a singular subject by recognizing form of the verb in the predicate

__s”, “all of the __s”) – linking verb

o “There” – linking verb – plural noun

o Indefinite pronoun – linking verb

Variety of Sentences


Sentences have more complex syntax and phrasing, more difficult vocabulary

Identify sentences that tell past, present, or future

Understand that sentences tell past, present, or future

Identify which sentence tells past

39


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Verb Tenses


Understand the tense and meaning of verbs, replace with similar verbs of the same tense and meaning

Determine the correct verb tense to use in a sentence

Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs

Identify present tense verbs Determine the correct verb phrase

to use in a sentence

Determine the correct verb form to use in a sentence

Identify the verb form not used correctly in a sentence

Recognize verbs that have the same form for both present and past tense

Understand that there are names for various parts of speech; identify which word in a sentence is the verb

Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb

Understand the meaning of a complex verb phrase

Determine which verb form is correctly used in a complex sentence

(221-230) Recognize sentences in which the

subject of the sentence is the “doer” of the action

PunctuationAppropriate Marks in Dialogue

Return to Curriculum

Use quotations in titles Use parentheses around non-

essential phrases

Use quotations in quoted material Use single quotation inside

quotation marks

40


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

GuideDependent and Independent Clauses/ Comma Usage


Use commas between two main clauses in a complex sentence

Use commas between two main clauses in a compound complex sentence

Prepositional, Participle and Appositive Phrases-Comma Usage

Use commas after participial phrases in a lengthy paragraph

(231-240) Use commas around dependant

clauses in compound, complex sentences

Use Apostrophes


Use apostrophes in possessive plurals

Use apostrophes with helping verb and “not”

Use apostrophes for subject and helping verb contractions

(221-230) Use apostrophes for plural

possessives in a compound sentence

Use Appropriate

Identify different meanings of the same sentence when end

Identify correct punctuation in a 16-20 word compound sentence

41


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

End Punctuation


punctuation is changed Identify incorrect end punctuation Identify periods when given a

paragraph

Use correct punctuation when sentence ends with an abbreviation

Identify correct punctuation in a 5-7 sentence paragraph

Use Commas Appropri-ately


Use commas after a direct address in an imperative sentence

Use commas after participial phrases in a lengthy paragraph

Use commas in non-essential parenthetical phrases

Use commas around interrupting phrases contained within the sentence

Use commas in a direct quotation Use commas around non-essential

phrases

(221-230) Use commas to separate adverbial

introductory clauses in a complex sentence

Use Underlining in Titles


Underline movie titles Underline magazine titles

Underline play titles

SpellingAccuracy and High-Frequency Words

Format: Generally more difficult, commonly misspelled words

42


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Return to Curriculum GuideApplication of Rules (prefixes-suffixes)

Recognize correctly and incorrectly applied basic spelling rules when adding endings or affixes

Recognize when to double final consonant before adding ending

Conventional Rules


Distinguish the correct spelling of a word from incorrect versions

Identify which word is or is not spelled correctly

Troublesome spelling patterns: -ance/-ence ei/ie -ary/-ery plural form of words ending in

“o”

Tricky, troublesome words Distinguish which homograph is

not correctly used

Writing ProcessDrafting and Revising Skills

Return to Curriculum Guide—Drafting

Return to

Use participial phrases in correct word order

Use of figurative speech in context

Select the best title for a piece of work

Use precise language Correct use of transitional

expressions Use vivid descriptors Use adverbial clauses in complex

Revise syntax for correct order Use subject-verb agreement Use a variety of sentences from

simple to complex Use infinitive phrases to denote

emphasis Use subordinating clauses Edit for misplaced modifiers Combine sentences to make

compound and complex Use parts of a news story for

(221-230) Use exaggeration to make

statement Use adverbial clauses Ask leading questions Use gerund phrases(231-240) Use metaphors as a figure of

speech

43


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Curriculum Guide--Revising

sentences Avoid run-on sentences Use sentence variety Use correct word order when

using adjective phrases

complete description of an event Write strong conclusions

Editing and Proofreading Processes


Use capitals in magazine, newspaper, essay and titles

Use commas in letter closure Punctuate introductory dependant

clauses Capitalize inside addresses Punctuate non-essential

parenthetical phrases with commas

Use commas in a series of participial phrases

Use strong topic sentences with strong verbs

Use capitals in a letter closure Use abbreviations in appropriate

places

(221-230) Use complex sentence order in

paragraph Use verb phrases Use exaggerated figures of speech

for emphasis(231-240) Identify strong adverbs Identify indefinite pronouns Use metaphors for emphasis Conjugate irregular verbs

correctly

Pre-Writing Skills


Choose formal or informal language

Select purpose of paragraph Choose syntax that illustrates

point of view Outline expository mode

Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative

stories Categorize using main topic as

guideline

(221-230) Select words based on main topic Outline a complex topic selection Choose appropriate words for a

selection Evaluate possible point of views

(i.e. personification) Choose vivid descriptors Select method for brainstorming

44


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230

Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190

Capitali-zation

Back to top

New Vocabulary capital letter, capitalized, underlined, sentence, missing words

pronoun, name greeting, letter, title, note, list

RIT 191-200 RIT 201-210 RIT 211-220

direct quotation, proper noun, place, phrase, address, magazine

closing, book title, paragraph

No new vocabulary above last RIT band.

45



Writing Compo-sition and Structure

Back to top

New Vocabulary poem, letter, story, ad, statement, command, question, exclamation, style, sentence, rhyme, book, paragraph

missing word, first, ending, last, greeting, describe

topic sentence, best order, correct order, chronological order, parts of a letter, passage, complete sentence, main idea

RIT 191-200 RIT 201-210 RIT 211-220

title, information, review, author’s purpose, narration, persuasion, sequence, composition

exclamatory sentence, encyclopedia, supporting detail

limerick, formal essay, drama, declarative sentence, imperative sentence, interrogative sentence, tone, mood, pattern of organization

RIT 221-230 RIT 231-240

descriptive writing, incomplete sentence

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Grammar and Usage

Back to top

New Vocabulary underlined, missing word, more than one, complete sentence, Standard English, pronoun, correct

noun, past tense, wrong, word order

subject, predicate, incomplete sentence, run-on sentence, phrase, verb, plural, question, paragraph, singular, action word, verb phrase, clause

RIT 191-200 RIT 201-210 RIT 211-220

simple sentence, comparative forms, suffix

fragment, compound sentence, prepositional phrase, present tense, adjective, nonstandard English, linking verb, adverb, possessive, dependent clause

modifies, main clause, plural possessive, irregular verb, simple sentence, compound sentence, complex sentence, compound-complex sentence

RIT 221-230 RIT 231-240

noun phrase, dependent clause, possessive noun, conjunction

adverb phrase, adjective phrase, pronoun’s antecedent

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Punctuation

Back to top

New Vocabulary comma, contraction, punctuate, right mark, sentence

punctuation mark, exclamation point, question mark, apostrophe, period

letter, ownership

RIT 191-200 RIT 201-210 RIT 211-220

quotation marks, possession, address, phrase, salutation, colon, semicolon

parentheses, hyphen, rough draft

possessive noun

RIT 221-230 RIT 231-240

plural possessive

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Writing Compo-sition and the Writing Process

Back to top

New Vocabulary sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order

underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence

comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog

RIT 191-200 RIT 201-210 RIT 211-220

comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing

run-on sentence, formal and informal language, composition, simile, subheading, detail, sub-detail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe

tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative

RIT 221-230 RIT 231-240

nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment

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APPROVED ISAT PROFICIENCY SCORES

Return to TopApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

PROFICIENT: Meets Standards Back to Top

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.

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The student can perform skills or processes independently without any significant errors.

BASIC: Below Standards Back to Top

The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

BELOW BASIC: Critically Below Standards Back to Top

The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.

The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.

The student cannot complete any skill set without significant assistance and coaching.

Sample Test Items

Basic Grammar and Usage RIT 201-210

Return Return Return Return Return


Return Return Return

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Return Return

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Return Return Return Return Return Return


Capitalization RIT 201-210

Return Return


Return Return


Return Return

Composing and Writing Process RIT 201-210

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Composition Structure RIT 201-210

Return Return Return Return





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Punctuation RIT 201-210






Documents

Language Arts Curriculum Guide Template—Detailed Curriculum Guides files/La… · Web viewWhich sentence has the underlined word spelled correctly? ... Which pronoun pair correctly