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Idaho State Curriculum Guide Language/Writing 6th Grade ©State of Idaho 2003

Go to Writing Process McRel AlignmentGo to Composition StructureGo to Basic Grammar and Usage State Standards Go to Conventions: CapitalizationGo to Conventions: Punctuation ISAT Cut Scores Go to Conventions: Spelling

New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process

State Standard and Benchmark

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Writing Composition and the Writing Process Return to TopPre-Writing

Skills726.01. a

Understand and use the

writing process(brainstorming/

outlining)

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:Teacher observation: Colors should reflect good organization and emphasis on the preponderance of red

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

Make a power point presentation listing the steps of the writing process and make a bulletin board that you can refer to often.

Expository WritingBrainstorm selected topic using computer software or graphic organizers such as cluster/web. Convert this into an outline. Model and practice compound sentence as possible topic sentence. After writing sample paragraph, highlight the outline and conclusion in green, transitions in yellow and details in red. Explain that there should be mostly red because the details are important.

Sample essay outline

Narrative WritingBrainstorm verbiage such as figurative language and rich word choices

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

Step up to Writing Section 2-7Organizing paragraphsSection 2-20Topic sentenceswww.sophriswest.com

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http://www.sophriswest.com/

http://www.sophriswest.com/

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





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Drafting and Revising Skills

726.01.cIdentify and use appropriate style and vocabulary for a particular audience

726.02bIncorporate a variety of elements of writing:AlliterationSimileMetaphorPersonificationWord Choice

726.02cConvey clear and focused main ideas

Learning Continuum


For Learning:Teacher observableWritten first draft follows outline. Uses clear and specific details and exampleSelected format reflects good choice for topic and audience

Revising – use Write Traits rubric on the 1st 5 traits or use a teacher generated rubric (see sample teaching strategy on next row) with columns for peer and student checks


Drafting - Demonstrate drafting by following the outline generated in pre-writing turning items into sentences or groups of sentences.

Try having students choose a variety of formats using the same topic and explore the impact of each format. (examples newspaper article, short descriptive essay, persuasive paper, letter, diary entry)

Revising - Have the students do at least two readings of their writing.

First, focus on the article’s content and organization. Teacher may generate questions, such as: Does the introduction state the main idea? Are there sufficient details? Do the details logically support each point? Does the conclusion summarize the body paragraphs and refer to the main idea? This could be set up in rubric form giving tips for revision techniques. Write Trait’s focus will be on ideas and content, organization.

In the second reading, the focus is on style, they should go back and look for ways to make the writing sound better. The write traits, word choice, sentence fluency, and voice, are the focus in this second reading.

Possible Mini lessons: writing a variety of sentences from

simple to complex for sentence fluency

combining sentences to make compound and complex sentences

using infinitive phrases to denote emphasis

writing an inviting lead to hook the reader

writing strong conclusions

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using a thesaurus to enhance word choice

Use Editing and Proof-

reading Processes726.02.a

Determine and apply rules and conventions

Learning Continuum


For Learning:Teacher ObservablePapers submitted will be checked for accuracy using a teacher generated rubric (see sample teaching strategy) or Write Traits rubric


Practice editing on transparencies with the overhead projector. Then have them edit own paper with a peer. Two sets of eyes are better than one when trying to find mistakes. Use a rubric to check off that paper was checked for:

punctuation capitals complete sentence

Sample writing rubric

Writing Composition and Structure Return to TopAppropriate

Format726.01.b

Write in a variety of formats

726.03.b

Learning Continuum


For Learning:Teacher ObservableStudent writing


Paragraph organization (refer to Pre-writing skills)

Model and use graphic organizers for letter, essay, newspaper article, memo, limerick, poetry etc.

Writing a news report

Poem organizer?

Family Links:

Variety of Formats726.01.b

Write in a variety of formats

Learning Continuum


For Learning:Teacher observable Student writing

Of Learning:See Composition Forms for Sample Test Items

Try having students choose a variety of formats using the same topic and explore the impact of different formats. (examples newspaper article, short descriptive essay, persuasive paper, letter, diary entry) Purposes:

to express self to inform to create to explain to persuade

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to entertainAppropriate Style and

Vocabulary 726.01.c

identify and use appropriate style and vocabulary for a particular audience


726.04.cFigurative Language

Learning Continuum


For Learning:Teacher observableStudent writing

Read several beginning paragraphs from good literature, then brainstorm the commonalities observed in the sample opening paragraphs. Model the different lead types for the same story. Have students pick the best. Then have them write several beginning paragraphs for a certain narrative type letting classmates choose the most effective.

When doing DOL, also have students identify the sentence types, declarative, imperative, interrogative, and exclamatory. This gives daily practice and review

Variety of Elements

726.05a726.02b

Incorporate a variety of elements of writing:AlliterationSimileMetaphorPersonificationWord Choice

Learning Continuum


For Learning:

Teacher ObservableStudent Writing

Write a poem “If You’re Not from Idaho”Write a simple 8 line-rhyming poem using figurative language to describe some unique aspect about Idaho.

Idaho poem rubric

Collect figurative language examples from real literature, put on transparencies and daily put one up to have the students identify it. This familiarity will soon show up in their writing.

Details726.02c

Convey clear

Learning Continuum

Teacher

For Learning: Give students sample paragraphs and have them highlight the details.

During pre-writing, student can be taught to

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and focused main ideas

ObservableDWAECAISAT

cluster details for a given paragraph using software or paper.

Composition Forms

726.01.bWrite in a variety of formats

726.03Write to inform and explain

726.04Lit. Response

726.05726.05.c

Write to critically analyze and evaluate / persuade

726.06Write research finding

726.07Write technical information

Learning Continuum


For Learning: Teacher ObservableStudent writing


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

Limerick rubric

Collect passages that inform, explain, analyze, evaluate, and have students practice identifying the defining characteristics of each.

Instruct students how to write in each of the following formats: research report, how to essay, book report, and an informative article.

How to..rubric

Book Review

Holt Elements of Language

Variety of Components


Learning Continuum


For Learning:Given a passage, students will correctly identify the type of writing

Given a well organized passage without indentation , the student will be able to put the paragraphs

Use different graphic organizers to explain the variety of methods of organization i.e.

order of events examples to main idea main ideas to examples sequential instruction most important to least important least to most important

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726.04b726.05.bThesis/

Supporting Details

in the right place

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

Take a well organized passage, take out all the indentations and make it into one big paragraph. Have students read and decide where the paragraphs should be. Do this as a group then have the students work independently on another passage or more.

Basic Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml Variety of Sentences

726.02.aWrite and edit for correctness and clarity

Learning Continuum

Teacher ObservableDWAECA

For Learning:Exercises where students identify verb tenses of given sentences


Compare verb tenses with the basic forms of water. Discuss how the forms are all water yet are very different. Illustrate the four basic verb forms on a chart:

1. present, 2. present participle3. past 4. past participle Put : I play. He is playing. She played. They have played. in the proper column.

Have students generate more verbs to fill the chart, including irregular verbs as well.

Practice with teams filling in a blank chart on board or overhead with the proper verb tense to give their team points or having a correct answer giving them rights to shoot for a basket.

Family Links:

Sentence Structure / Type / Kind726.02.aWrite and edit for correctness

Learning Continuum

Teacher ObservableDWAECA

For Learning:

Students will do exercises independently to show learning

Of Learning:

In daily oral language, also identify the parts of speech for each word in the sentence pointing out the sentence patterns noun-verb, noun-verb-noun, noun-verb-verb.

Use sentence diagramming to visually show the difference between compound, complex,

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



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and clarity ISAT RIT 201-210RIT 211-220RIT 221-230

and compound- complex starting with an anchor sentence and build upon it.

Becoming familiar with the common beginning words of subordinate clauses in complex sentences such as who, whose, which, that, after, as, if, since, and when would be helpful in spotting a complex sentence.

Put a series of sentences on the board such as:He is.They are.She was.Show how a predicate adjective is needed to finish the complete idea.

Subject-verb agreement


Learning Continuum

Teacher ObservableISATECADWA

For Learning:Student independent workStudent writing


To introduce subject-verb agreement, write these two nonsense sentences on the chalkboard:The ama (plin, plins) the corbh.The amas (plin, plins) the corb.Ask students to select the correct “verb” and to explain how they were able to make the correct choices. Ask volunteers to replace the nonsense words in each sentence with real words. Tell students to notice how the s endings in sentence 1 are different from those in sentence 2. Do more sentences for guided practice and then have them do some for independent practice.Holt, Rinehart, and Winston (2004)

Family Links:

Noun Forms726.02.aWrite and edit for correctness

and clarity

Learning Continuum


For Learning:Student writing and exercises.


Bring in a piece of concrete and explore how you can see, touch, taste, hear, and smell it. Explain that with concrete nouns you are also able to use the senses. Discuss other nouns that are concrete. Then introduce abstract nouns as nouns of the heart and mind, like freedom, liberty, and, honesty. Have them write sentences using both kinds of nouns after doing a sorting activity with a group of

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concrete and abstract nouns.

Possessive NounsGive the students the 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 and actor’s are different. Remind students that both words are nouns because they name a person, place, thing, or idea. Point out that actor’s is the possessive noun. Explain that a possessive noun is the name of an owner, and that all possessive nouns have an apostrophe. Highpoint Level C Hampton Brown (2001) Discuss the rules for forming possessive nouns. (plural, plural irregular , and singular)

Review the rules on plural nouns, both regular and irregular.

Pronoun Forms726.02.aWrite and edit for correctness

and clarity

Learning Continuum


For Learning:Student writing


Identify pronouns as substitutes for nouns in the Daily Oral Language practice

Divide into groups, and ask each group to write a paragraph on a topic such as a field trip, project, or sport. One student begins by writing a sentence containing a personal pronoun and underlining the pronoun and identifying the type. The students take turns adding related sentences, each of which contains an underlined example of another type of pronoun: reflexive, nominative, possessive, and objective. Each group would write three five sentence paragraphs so that each student writes three sentences using the same type of pronoun. Ask a volunteer from each group to read one of the sentences aloud.Holt, Rinehart, and Winston (2004)

Using DOL sentences practicing compound

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subjects with I (John and I) and objective pronoun use (John and me. Point out the helpful strategy of leaving out “John and” to see which fits best, I or me.

Point out to students the connection between numbers and indefinite pronouns: both name quantities. Most indefinite pronouns name a vague quantity, but some, such as one and none, are very precise. Discuss this connection with students. Students can even arrange the pronouns according to quantity, from none to all, along a number line.

Noun / Pronoun Antecedent

726.02.aWrite and edit for correctness

and clarity

Learning Continuum



Of Learning:RIT 201-210

Have the students work at the chalkboard as you dictate sentences containing pronouns. Ask students to circle the pronouns and to draw arrows to the pronouns’ antecedents.

Verb Tenses726.02.aWrite and edit for correctness

and clarity

Learning Continuum


For Learning:

Student sentencesOf Learning:RIT 201-210RIT 211-220RIT 221-230

See Variety of Sentences

Be sure to include past and present tense perfect

Irregular Verb Forms


and clarity

Learning Continuum


For Learning:Student sentences


Divide the class into groups of three. Have each group make flashcards of the verbs listed in the common irregular verbs chart. Next, group members should shuffle the cards and randomly choose five each. Each group member then presents his or her verbs to the group, giving the four principal parts of the verb and categorizing the formation of its past and past participle as changing vowels, changing consonants, changing vowels and

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consonants, or making no change. Group members shuffle the cards again and work together to write three sentences using the past or past participle of three randomly chosen verbs. Have groups share their sentences with the class.(HRW) 2004

Adjective Forms


and clarity

Learning Continuum


For Learning:Have students write a comparison/contrast essay emphasizing adjective use


Use DOL sentences to identify adjectives

Give students a number of adjectives such as tall, little, big, and have them write them in comparative and superlative form. He is taller. He is tallest. He is taller than me.Spelling Review: be sure to give some that include the spelling rule y to i for suffixes beginning with a vowel. Give some that are irregular i.e. good, bad, some

Take a few nouns such as inspiration and show how to change them to an adjective by adding the suffix al i.e. inspirational.Have them use both in correctly in sentences.

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

Masterpiece sentence activity, expanding a short sentence with adjectives or similes telling, which one, what kind, or how many. Sometimes called painting the subject.

Adverb Forms726.02.aWrite and edit for correctness

Learning Continuum

Teacher ObservableDWA

For Learning:Teacher Observable:Masterpiece sentencesGroup writing exercise with proper adverb use.

Masterpiece sentence activity, expanding a short sentence with adverbs or adverb phrases telling how, when and where the action took place.

To give students extra practice with

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and clarity ECAISAT

Of Learning:RIT 201-210RIT 211-220

comparative and superlative forms, have students in groups of four use the words, easily, swiftly, politely, and thoughtfully to create a group story. Have students count off from one to four. Assign students 1 and 3 to use comparative forms in the story and students 2 and 4 use superlative forms.

Negative Forms


and clarity

Learning Continuum


For Learning:Informal teacher observation


Find some examples of double negatives in dialogue from real literature, if possible. Put them up for the students to view and read them carefully pointing out that it reads opposite from the meaning intended. i.e. “I don’t know nothing” actually means that you know something.

Phrases726.02.aWrite and edit for correctness

and clarity

Learning Continuum


For Learning:Informal teacher observation


Using DOL sentences, have students underline the subject once and the verb phrase twice. Doing this daily as a quick review of verb phrases.

To demonstrate whether a prepositional phrase is used as an adjective or adverb, diagram a sentence on the board showing that if it modifies a verb it is an adverb and if it modifies a noun, it is an adjective phrase. Have them work in pairs on a few sentences and have pairs come up to the overhead and to show their work, identifying each prepositional phrase.

Clauses726.02.aWrite and edit for correctness

and clarity

Learning Continuum




Introduce the subject of sentences and sentence fragments by comparing the sentence to a car. A car needs both a body and an engine to work; in a similar way, a sentence needs both a subject and a verb to be complete. Ask volunteers for a list of subjects and verbs, and write students’ suggestions on the chalkboard. Have students combine the subjects and verbs to practice forming sentences. Then have them change the sentences into subordinate clauses to add

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to simple sentences making complex sentences. Becoming familiar with the common beginning words of subordinate clauses in complex sentences such as who, whose, which, that, after, as, if, since, and when would be helpful in a complex sentence. Have them underline the main clause once and the subordinate clause twice.(HRW 2004)

Subject and Predicate


and clarity

Learning Continuum



Using DOL sentences have students underline the subject for daily practice.

Run-ons and Fragments


and clarity

Learning Continuum


For Learning: Fix DOL run-on sentences with conjunctions and commas, a semicolon, or breaking it into two sentences.

Compare a complete sentence again with a car that needs both a body and an engine. If either are missing it won’t run. It is the same with a complete sentence; it needs both a subject and a predicate. Otherwise, it is a sentence fragment. Have students practice with fragments completing them with the subject or the predicate.Find examples from student writing for the class to fix.

Conventions: Capitalization Return to Top

Fundamental Rules:

Beginning Capitalization

726.02.a

Learning Continuum

Teacher ObservableDWA

For Learning:Student lettersStudent writing of dialogue


ID-L-06-78

2 Practice writing a letter with the students capitalizing the first word in the greeting and in the closing of the letter.

Use DOL sentences to practice dialogue capitalization.

Have students write dialogue between chalk

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Write and edit for correctness

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ISATECA

and an eraser after a day of school.

Capitalization: Adjectives &

Titles726.02.aWrite and edit for correctness

and clarity

Learning Continuum



Of Learning:See Test Items in Next Row

ID-L-06-81

Use DOL sentences to practice distinctions of when to capitalize directions i.e. east - East, title i.e. Doctor – doctor, and in dialogue.

Capitalization: Proper Nouns


and clarity

Learning Continuum

Teacher ObservableDWAISATECA

For Learning:Informal teach observationStudent writing


ID-L-06-84

2Use a sorting activity with a number of nouns and sort into proper and common nouns categories. Be sure to then capitalize the proper nouns.

Daily practice using DOL sentences

Family Links:

Capitalization: Fundamental

Rules726.02.aWrite and edit for correctness

and clarity

Learning Continuum


For Learning:Bulletin board results

Of Learning:Of Learning:See Other Test Items in this Section of Guide

ID-L-06-87

Practice daily using DOL sentences

Assign two capitalization rules to each student. Then, ask students to find examples of each use of the rule in newspapers or magazines. Have the students cut out the examples and use them to assemble a bulletin board display of capitalization rules and examples.

Explain that newspapers and magazines often use their own styles, which may differ from standard rules.

Conventions: Punctuation Return to TopLearning Continuum


ID-L- 2 Use DOL sentences to practice dialogue punctuation, abbreviation, and comma use. Family

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Use Appropriate

End Punctuation


and clarity



06-90Give students writing assignments with mini-lessons on these skills, with use of a rubric, and peer editing to check for errors in their writing.

Links:

Use Commas Appropriately


Learning Continuum


For Learning:


ID-L-06-93

3 To show students that some phrases are nonessential, write on a large strip of paper a sentence containing an unnecessary appositive phrase. You might want to use a sentence such as, (A gymnast, Mrs. Shaw, will coach us.) fold the strip to hide the appositive phrase to show students that the sentence makes sense without the phrase. Emphasize that when the phrase is reinserted, it must be set off from the sentence by commas.

Use masterpiece sentence to show how starting sentences with an adverb or adjective phrase need a comma after them.

Family Links:

Use Apostrophes


Learning Continuum




ID-L-06-96

2 See possessive nouns

Have students prepare a poster with the pairs of helping verbs and helping verbs contractions

ExampleWill not – won’tIs not -- isn’tAre not – aren’t

Appropriate Marks in Dialogue

726.02.aWrite and edit

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning:

Of Learning:RIT 201-210 (Enclosing Punctuation)

ID-L-06-99

2See capitalization

Family Links:

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for correctness and clarity

RIT 211-220 (Enclosing Punctuation)

Use underlining for titles


and clarity

Learning Continuum




ID-L-06-102

Write on the chalkboard the following list of categories:BookPlayNewspaper/magazineMovieTelevision seriesHave the students write his or her favorite specific title for each category. Tell students to underline all titles. Then, have each student use his or her favorite title for each category in a sentence. Ask volunteers write some of their sentences on the chalkboard, and have the rest of the class check to make sure the title has been underlined.(HRW 2004)

Comma Usage:Prepositional, Participle and

Appositive Phrases

726.02.a

Learning Continuum


For Learning:

Of Learning:See Test Items Under Commas

Comma Usage:Dependent and

Independent Clauses


and clarity

Learning Continuum



Of Learning:See Test Items Under Commas

ID-L-06-105

To help students distinguish a compound complex sentence from a simple sentence with a compound verb, write the following sentence pairs on the chalkboard:Fred loves to eat yet hates meat that is grilled.Fred loves to eat, yet he hates meat that is grilled.

Point out that a comma is used only between independent clauses and not with the

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subordinate clauses.

Conventions: Spelling Return to Top

High Frequency

Spelling Words726.02.aWrite and edit for correctness and clarity

Learning Continuum


For Learning:Spelling testsStudent writing


ID-L-06-111

6 Drill and practice

Use a variety of spelling games that encourage practice. It is also helpful to let students test out on the words they know with a pre-test, and have them work through the list of high frequency words for mastery.

Provide spelling dictionaries for students to use as they edit their writing. Make them accountable for words in the spelling dictionary. Teacher may write in other words not considered high frequency for students as needed for certain assignments.

Spelling Lists

Family Links:

Spelling: Conventional

Rules726.02.aWrite and edit for correctness

and clarity

Learning Continuum



Spelling tests

Of Learning:See Test Items Under High Frequency Words

ID-L-06-114

Use the verse i before eexcept after cas a memory aid

A good technique for remembering spelling words correctly is to have students use the good spelling habits: 1. pronounce the word slowly2. write the word as it sounds.3. break the word into syllables and make sure each syllable matches a sound in the word4. write down comments that might help me remember the correct spelling of the words

Spelling:

Learning Continuum

Teacher Observable

For Learning:

Of Learning:See Test Items Under High Frequency Words

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Application of Rules

(prefixes / suffixes)726.02.a

DWAECAISAT

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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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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.

Idaho State Standards—Writing/Language—6th GradeReturn to Top

669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS.

01. 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.

724. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 6, SECTIONS 725 THROUGH 729. 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.

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726. WRITING.Rationale: Students write to demonstrate skills 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.

Return to Prewriting Skills

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

i. Brainstorm Share ideas, respond to his/her/other

drafts and provide constructive feedback.

Generate ideas for writing topics. Use such brainstorming techniques as

free writing and clustering. Use life experiences as a basis for

writing ideas.ii. Draft

Write a rough draft.iii. Revise

Use self-evaluation techniques to assess own writing and determine an area needing improvement.

Use such organizing techniques as outlining.

Edit a written composition for meaning; discard irrelevant sections.

Vary sentence structure. Use vivid, non-repetitive, precise, and

appropriate words. Rearrange ideas to enhance meaning. Use proper paragraph structure. Revise for unity, coherence, and

sentence structure.iv. Edit

Apply standard rules and conventions to proofreading work.

Use appropriate peer editing and self-editing techniques.

v. Publish Share finished product in a variety of

settings. Submit work to school, local, or

national publication.

Return to Appropriate Format

Return to Variety of Formats

Return to Composition Forms

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

i. Create learning logs, personal learning records, notes, and journals for the following purposes: To express self To inform To create To explain To persuade To entertain

Return to Drafting/Revising

Return to Approp. Style/Vocab

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

i. Select precise and appropriate words that are suitable to audience.

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02. Write and edit for

correctness and clarity.

Return to Editing/Proofing

Return to Variety of Sentences

Return to Sent. Struct/Type/Kind

Return to GRAMMAR SECTION

Return to CAPITALIZATION SECTION

Return to PUNCTUATION SECTION

Return to SPELLING SECTION

a. Determine and apply rules and conventions for the following:- Grammar;- Punctuation;- Capitalization;- Spelling;- Legibility.

i. Grammar Demonstrate proficiency using subject-

verb agreement, pronouns, verbs, and modifiers.

Use a variety of sentence types: declarative, imperative, interrogative, and exclamatory.

Use complex sentence structure. Use appositives to increase sentence

variety. Apply appropriate word usage to

specific applications. Identify parts of speech within a

sentence or paragraph: nouns, pronouns, verbs, interjections, and modifiers.

Identify and correct sentence fragments and run-ons.

Identify sentence subject and predicate.

Use a thesaurus to find and use synonyms and antonyms in written work.

ii. Punctuation Follow proper rules regarding periods,

commas, quotation marks, titles, apostrophes in contractions and possessives, and abbreviations.

iii. Capitalization Use to begin proper nouns. Use to begin adjectives, titles, and

sentence beginnings within a quote.iv. Spelling

Practice, use, and apply spelling rules in daily writing.

Use appropriate prefixes and suffixes. Identify base words. Identify meaning of some Latin and

Greek roots. Spell sixth-grade high-frequency words

with ninety percent accuracy. Correctly spell commonly misspelled

words with ninety percent accuracy. Correctly use homonyms.


Return to Variety of Elements

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


Return to Approp. Style/Vocab

Return to Details

c. Convey clear and focused main ideas that are appropriately supported by details and examples for selected topic, audience, and purpose.- Use topic sentences, appropriate word

i. Write descriptive, compare/contrast, and cause/effect paragraphs.

ii. Use specific supporting details.iii. Write clear introductions and conclusions.iv. In writing, summarize the main idea and

21


Return to Variety of Components

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

- Choose tone, voice, style, mood, and persona that are appropriate for various purpose, disciplines, and audiences.

supporting details in a piece of writing.

03. Write to inform and explain.


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

i. Use resources such as newspapers, magazines, manuals, Internet sites, encyclopedias, CD-ROM, almanacs, dictionaries, and literary works from which to collect.

Return to Appropriate Format b. Produce documents in appropriate format to inform and explain.

i. Respond in writing to a teacher-prepared expository prompt.

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. Compare artist's painting style to an author's style when contained in the same novel.

ii. Contrast similar stories, fables, folktales, and myths from various cultures.

iii. Respond to a particular piece of literature and relate to own experiences.


b. Appropriately use a thesis and supporting evidence.

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

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

Return to Approp. Style/Vocab c. Write and publish original creative works that include figurative and descriptive language.

i. Produce samples of poetry, friendly letters, business letters, short stories, essays, summary reports, and personal narratives.

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

05. Write to critically analyze and evaluate.


Return to Variety of Elements

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

i. Compare an author's purposes from several of author's books.

ii. Analyze author's effectiveness to write persuasively.

iii. Compare/contrast such poetic elements as rhyme, rhythm, figurative language, and meter.

iv. Analyze elements using personal, peer, and professional writing, current events, visual and performing arts, advertising, and political/civic discourse.

v. Compare such elements in formal and informal poetry as rhyme scheme, figurative language, rhythm, and voice.

vi. In a small group, write and act out dialogues that might occur between a student and a friend, a student and a parent, and a student and a teacher.

22



b. Use a thesis/main idea 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.

Return to Composition Forms c. Use writing to persuade. i. Write a response analyzing the effectiveness of print advertising and commercials.

ii. Compare a letter of inquiry to an imaginary employer using a business letter format.

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


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

cite to avoid plagiarism;- Formulate thesis or focus and relevant

support;- Formulate and support main idea with

evidence.

i. Practice note taking. Include two-column and outlining.

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

iii. Create a research paper: Choose and limit topic; prepare

research questions Locate reference materials; prepare

bibliography and note cards and paraphrase resource materials

Gather relevant information from at least two sources

Outline gathered information Write a two-to-three page report

b. Present research findings. i. Share research findings with a younger audience via a "trade show" presentation.

ii. Display finished work in media center, hallways, or other areas of the school.

iii. Produce classroom publication for distribution.

07. Write technical information.


a. Produce technical document. i. Identify, select, and prioritize web sites.ii. Communicate with others via computer.iii. Interpret and organize information.iv. Prioritize existing list of web sites.v. Send e-mail to fellow sixth graders

related to a content-area topic.vi. Interpret and organize information using

the Internet and HyperStudio to create a multimedia presentation.

vii. Arrange and format text with a processor.

23


ISAT “Sub-Goal”

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

CapitalizationAdjectives & Titles

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 greetings

Differentiate between similar

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, capitalizing multiple sentences in a paragraph

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 sentence (Mother, my mother)

Generalization of

25


ISAT “Sub-Goal”

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

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

All titles: what to capitalize and what not to capitalize

Generalize capitalization rules

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 Ships Identify proper nouns

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 Religions

Writing Composition and Structure 26


ISAT “Sub-Goal”

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

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 Vocabulary


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


Write limericks Define composition forms in

lengthy passages

(221-230) Select sentences that support topic

sentences Select sentences that support

conclusion Identify all four sentence forms

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

27


ISAT “Sub-Goal”

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

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 Elements


(221-230) Determine mode by reading a

lengthy passage

Variety of Formats


(221-230) Write in the persuasive mode

Grammar and UsageAdjective Form

Return to

Use comparatives “less, least” correctly

Understand the meaning of comparative adjectives

Recognize that adjectives are words that describe things

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

(221-230) Recognize correctly and

incorrectly used comparative forms, use tricky context clues to

28


ISAT “Sub-Goal”

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

Curriculum Guide

Identify adjectives used in a sentence

Recognize correctly and incorrectly used comparative forms

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

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

Clauses


Understand the intended meaning of a particular clause

Identify the main clause in a sentence

(221-230) Identify a dependent clause

29


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 the correct irregular plural form of a noun

Identify which word is not a plural

Recognize which is not a correct irregular plural noun

Identify a plural possessive noun Distinguish plural nouns from

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

(221-230) Understand the meaning of a plural

possessive noun Recognize the correct possessive

form of a word Distinguish a possessive noun from a

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

30


ISAT “Sub-Goal”

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

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

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

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

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’

31


ISAT “Sub-Goal”

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

(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 in a complex sentence: Everyone except ___…

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

Use reflexive pronouns correctly: themselves

Identify which word in a sentence is the pronoun

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


incorrect use of nominative and objective case pronouns in complex sentences

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”

32


ISAT “Sub-Goal”

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

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

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

(221-230) Identify sentence patterns

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

33


ISAT “Sub-Goal”

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

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 verbo Plural subject – linking verbo Plural subject – auxiliary verb

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

main verbo Identify a singular subject by

recognizing form of the verb in the predicate

(221-230) Recognize the correct use of

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

__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

34


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


Use quotations in titles Use parentheses around non-

essential phrases

Use quotations in quoted material Use single quotation inside

quotation marks

Dependent and

Use commas between two main clauses in a complex sentence

Use commas between two main clauses in a compound complex

35


ISAT “Sub-Goal”

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

Independent Clauses/ Comma Usage


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 End Punctuation


Identify different meanings of the same sentence when end punctuation is changed

Identify incorrect end punctuation Identify periods when given a

paragraph

Identify correct punctuation in a 16-20 word compound sentence

Use correct punctuation when sentence ends with an abbreviation

Identify correct punctuation in a 5-7 sentence paragraph

36


ISAT “Sub-Goal”

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

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

Application 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

37


ISAT “Sub-Goal”

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

Return to Curriculum GuideConventional 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


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

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

using adjective phrases

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

complete description of an event Write strong conclusions

(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

Editing and Proofreading Processes

Use capitals in magazine, newspaper, essay and titles

Use commas in letter closure Punctuate introductory dependant

Use commas in a series of participial phrases

Use strong topic sentences with strong verbs

(221-230) Use complex sentence order in

paragraph Use verb phrases

38


ISAT “Sub-Goal”

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


clauses Capitalize inside addresses Punctuate non-essential

parenthetical phrases with commas

Use capitals in a letter closure Use abbreviations in appropriate

places

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

New VocabularyGoal RIT 161-170 RIT 171-180 RIT 181-190

Capitalization

Back to top

capital letter, capitalized, underlined, sentence, missing words

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

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

39


Goal RIT 161-170 RIT 171-180 RIT 181-190

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

closing, book title, paragraph

No new vocabulary above last RIT band.

40



Writing Composition and Structure

Back to top

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

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

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

43



Writing Composition and the Writing Process

Back to top

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.


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.


45


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






Resources



Return

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