Language Arts Curriculum Guide Template—Detailed Curriculum Guides files/La… · Web...

1Idaho State Curriculum Guide Language/Writing 5th Grade ©State of Idaho 2003

Go to Writing Process McRel Alignment Go to Composition StructureGo to Basic Grammar and Usage ISAT Cut ScoresGo to Conventions: Capitalization Go to Conventions: Punctuation State Standards Go to Conventions: Spelling

New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

Performance Objectives

Sample Assessment and Sample Quizzes

Sample Sequence

Minimum Hours

Allotted

Sample TeachingStrategy

Sample Resources

Writing Composition and the Writing Process Return to Top

717.01.a

Pre-Writing Skills

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:Using a grading rubric, assess students by assigning an expository topic on the board and asking them to create a writing “plan” that includes brainstorming and a graphic organizer. This can be done individually or with a group

Of Learning:RIT 191-200RIT 201-210RIT 211-220

Assign students an expository topic, such as “How to Be a Good Friend, etc.” Brainstorm as a class and turn ideas into a graphic organizer.

Family Links: Sample writing prompts--Six Traits Prompts WebpageStep Up to Writing:http://www.stepuptowriting.com/

http://www.stepuptowriting.com/



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




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717.01.a

Drafting and Revising

Skills

Learning Continuum


For Learning:Teacher observation:Observe students as they draft and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for sentence fluency and/or conventions to assess the student’s final copy for effective revision before publishing.State scoring guidehttp://www.sde.state.id.us/instruct/docs/langarts/DWA03/grade5standard.pdfOf Learning:RIT 191-200RIT 201-210RIT 211-220

Description of Narrative Writing Project

Sample Model Story, “Halloween Model”.

Place a Narrative writing that you are personally doing and have the students assist you in editing it.

Students work collectively to edit each other’s papers using the scoring rubric or a class created students friendly rubric.

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

Step Up to Writing:http://www.stepuptowriting.com/








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717.02.a

Use Editing and Proof-

reading Processes

Learning Continuum


For Learning:Teacher Observation: Assign students a writing topic (narrative or expository). Have the students write a rough draft. Using editing symbols have students work first independently to edit their own writing, correct errors and add details using editing symbols in red pen. Then, have students work in pairs to read each other’s writing and make any necessary editing marks to their partner’s writing.


Step 1:Introduce the editing symbols for writing and practice samples on the board together as a class. Write sentences and paragraphs with various errors (capitalization, punctuation, etc.) correct them together, using the editing symbols to correct each error.

Step 2:Have the editing symbols posted either with a poster in the room or on cards for individual students to keep in their desks. Using the Daily Oral Language format, have students copy down various sentences and paragraphs with a variety of errors. They should copy the sentences “as is” on their journals and use red pens to insert editing symbols to correct each mistake. Go over the editing symbols together as a class and discuss.

Step 3:Assign a writing project (narrative or expository). Have students use editing symbols to correct errors and add details to their writing before they start a final copy.


Writing Composition and Structure Return to Top

717.01.b

Appropriate

Learning Continuum

Teacher

For Learning:Given samples have students identify different forms of writing and the appropriate time to use each.

Take paragraphs from a story and cut them apart. Have the students order the sentences into a paragraph.





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Format ObservableDWAECAISAT


If access use Step Up to Writinghttp://www.stepuptowriting.com/idaho.htm

Write directions for doing an everyday task like making peanut butter and jelly sandwiches

Write a letter to a local business

Read poetry and discuss moods

Have the student work in teams to decide what genre a piece of writing is.Description of research reportsSample Parent Letter

717.01.c

Appropriate Style and

Vocabulary / Use

Sentence Forms

Learning Continuum

Teacher ObservableISATECADWA

For Learning:Teacher observes students explaining topic sentence to each otherOf Learning:RIT 191-200RIT 201-210RIT 211-220

Have each student write one sentence for each type of sentence (exclamatory, imperative). Place all sentences in a container. Have students draw one sentence at a time out and identify what type it is. Have the students create nonlinguistic representations of the definition for a topic sentence. Ex-top piece of bread on a sandwich

717.02.b

Variety of Elements

Learning Continuum


For Learning:Teacher observation:Monitor student progress on each poetry style and encourage the use of personification, alliteration, etc. as appropriate for each style of poem.Student Presentation:Have students read their poetry to the

Introduce various styles of poetry (Limericks, Haiku, etc.), and have students create their own Poetry Books. Introduce one style of poetry per day/lesson and encourage students to share their completed poems with the class by reciting them at the end of the

http://www.stepuptowriting.com/idaho.htm

http://www.stepuptowriting.com/idaho.htm


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class, emphasizing dramatic styles of presenting and reciting poetry.

lesson for closure.Sample Poetry--Cinquain

717.02.c

Details

Learning Continuum


For Learning:Assessment of student writing with grading rubric

Develop a paragraph with a clear main idea and details appropriate for a 5th grade audience.

1) Brainstorm ideas and create an outline using the Step Up to Writing method: (Colors are on a piece of paper, colored pencils, crayons, stickers, etc.)

Green=Big Topic, Topic sentence

Yellow=Reasons, facts, details, transition words

Red=stop and explain the yellows

2) Model sample of a complete paragraph.

3) Students write rough draft, proofread, edit with editing symbols, and final copy.

See Sample Writing Key and Paragraph


Step Up to Writing:http://www.stepuptowriting.com/

717.03.a

Composition Forms

Learning Continuum


For Learning:Teacher observation:Observe students as they plan, draft, proofread and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for the 6 Traits of Writing

Of Learning:













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

717.03.b

Variety of Components/

Develop Paragraphs

Learning Continuum


For Learning:Teacher observation:Observe students as they plan, draft, proofread and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for the 6 Traits of Writing, or state rubricSee Sample RubricGrading Rubric



See ideas for appropriate format


Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml 717.02.c

Variety of Sentences

Learning Continuum

Teacher ObservableDWAECA

For Learning:Teacher observation:Observe students as they write in their journals, read them, and provide written responses to students, focusing on sentences structure and past, present and future tense.


Assign journal writing each day, for approximately 20 – 30 minutes per session.

Assign specific topics to focus on a variety of sentence structures for past, present and future tense.

717.02.cLearning Continuum

For Learning:Teacher observation:

Description of Expository Writing Project

Family Links: Sample

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





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Sentence Structure / Type / Kind


Observe students as they plan, draft, proofread and revise their writing, providing guidance when necessary. Rubric Assessment: Use grading rubric for the 6 Traits of Writing-Sentence Fluency and Conventions.

Give each student apart of a sentence with a piece missing. The student will identify the part they have and look for the student with the missing piece.

Of Learning:See Row above for sample test items

Rearrange sentence structure from a picture book to tell the story while keeping the meaning the same.

writing prompts--Six Traits Prompts Webpage

717.02.a

Subject-verb agreement

Learning Continuum


For Learning:Teacher observation of class participation and individual work via monitoring and circulation. Grade independent work.


Write several sample sentences on the board. As a class, identify the subject and the verb of each sentence by underlining the subject once and the verb twice. Discuss subject-verb agreement.

Complete several examples of single and plural subjects. Examples:

1. Amy wants to go bowling.2. Her parents want to go

bowling, too.3. Harry and Emil spend time

playing basketball.4. 4. Sarah and Mary join

them.

Next, write sample sentences on the board that have a choice of

Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.





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verbs to select for subject-verb agreement, and have students work independently to underline the subject and verb and select the correct subject-verb option.Example:1. Every winter the kids in my neighborhood (put, puts) on a play.

717.02.a

Noun Forms

Learning Continuum


For Learning:Teacher observation during class discussion and participation. Monitoring during independent work and grading of independent assignment if desired.


Orally review the meaning of a noun: a person, place, thing or idea. Write several sample sentences on the board, identifying the nouns as a class and discussing the differences between singular nouns, plural nouns, and possessive nouns.

Ask students to use their Accelerated Reading books or various library books to read and copy from their books 5 sentences, circling the various types of nouns for each category: singular nouns, plural nouns and possessive nouns.



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717.02.a

Noun / Pronoun

Antecedent

Learning Continuum


For Learning:Teacher observation during direct instruction and questioning.

Partner work on paragraphs.

Of Learning:RIT 201-210

Introduce antecedents: a noun that replaces a pronoun.

Do several examples as direct instruction.Example:

1. My brother had fun at his first game. (The pronoun his and the word it replaces, brother, are both singular, so they agree.)

Complete several examples together as a class.

Have students each write a descriptive paragraph about something fun they have done. Ask pairs of students to exchange papers and write a second paragraph that uses a pronoun in place of one of the nouns in each of their partner’s original sentences.

Writer’s Express, Write Source http://www.thewritesource.com/index2.htm, Houghton Mifflin Company, Wilmington, Massachusetts.

717.02.a

Pronoun Forms

Learning Continuum


For Learning:DOL participationTeacher ObservationStudent Writing

Of Learning:RIT 191-200RIT 201-210

Review pronoun forms: personal, singular, plural, subject, object, and possessive. Writer’s Express pages 423 – 424. Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.

Introduce the differences and



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RIT 211-220 correct uses of “their, there and they’re” in DOL practice.

Divide into groups, and ask each group to write a paragraph on a topic such as a hobby, trip, etc. One student begins by writing a sentence containing a personal pronoun and a form of “their, there or they’re” and underlining it. The students take turns adding related sentences. Each pair of student should complete a paragraph containing at least 10 sentences. Have students read paragraphs aloud to the class.

717.02.a

Verb Tenses

Learning Continuum


For Learning:Whole class participation in oral review.Student Writing


Orally review past, present and future tense.

1. Students each write a paragraph about the way something was in the past (cars, schools, television).

2. 2. Ask students to trade papers with a partner, and rewrite their partner’s paragraph using future tense. How do they think the selected topic will be in the future?

3. Share paragraphs with the class if time allows.


717.02.a

Irregular Verb Forms

Learning Continuum

Teacher ObservableISAT

For Learning:Independent assignment of 3 column verb forms and sentences.


1. List present tense of the following verbs on the board:BlowBringDrawEat

Writer’s Express, Write Source, Houghton Mifflin Company,


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ECADWA

RIT 201-210RIT 211-220

FlyHideKnowLayLieRun Wake

2. Have students fold a piece of paper into 3 sections and label them, “Present, Past and Past Participle”.

3. Ask students to complete each column for the list of verbs above.

4. Provide an answer key for students to check their work. For each verb form they missed, ask them to write a sentence using each one. If they didn’t make any mistakes, they can choose any two verbs and write a total of six sentences using the principal parts of each verb.Writer’s Express Skills Workbook, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.

Wilmington, Massachusetts.

717.02.a

Adjective Forms

Learning Continuum


For Learning:Teacher observation of student participation and monitoring for correct forms of adjectives.


Have students draw 3 separate pictures of themselves with 3 different “moods”. Then, have them draw a web organizer of adjectives (at least 4 adjectives per picture) that describe each mood.

Fold a piece of paper in half and label each side, “comparative and



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superlative”. Ask students to list the comparative and superlative forms of each of the adjectives they used on their mood drawings.

717.02.a

Adverb Forms

Learning Continuum


For Learning:Independent Student AssignmentTeacher Monitoring and Observation


List 4 adverbs on the board: carefully, loudly, slowly and well.

Have students fold a piece of paper vertically in 3 sections and label them: “positive, comparative and superlative”.

Write a sentence for each form of adverb in the appropriate section and underline the adverb form in each sentence. For example: Positive: Sally writes her spelling words carefully.Comparative: Jim writes his more carefully than Sally.Superlative: Clair writes hers most carefully of all.


717.02.a

Negative Forms

Learning Continuum


For Learning:Student participation and reading of skits in class.


Orally review examples of negatives: no, nowhere, never, nothing, not nobody, no one, etc. Review examples of double negatives: isn’t no, wasn’t nothing, not no one, etc.

In pairs have students write a dialogue skit, each student writing for a separate character part, “Correct Grammar Gretta/Greg and Double Negative Nelly/Nate”. Students should focus on writing dialogue about what they are going to do at recess and using either appropriate negatives or double negatives accordingly. Share skits


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with the class when completed.

Phrases

Learning Continuum


For Learning:Student participationTeacher ObservationIndependent AssignmentStudent Writing


Introduce and discuss examples of prepositions and prepositional phrases. Provide a list of commonly used prepositions, such as listed on page 434 of the Writer’s Express, Write Source, Houghton Mifflin.

Write sample sentences with prepositional phrases on the board and have students copy them. Practice as a class identifying the prepositional phrases, underlining the phrase and circling the preposition. For example: Spot ran around the room and then jumped onto the couch.

Next, have students write a friendly letter about what they did over the weekend. Underline each prepositional phrase and circle each preposition in the letter (they should have at least six).


717.02.a

Clauses

Learning Continuum


For Learning:Student writing

Of Learning:RIT 201-210RIT 211-220

Introduce the subject of sentences and sentence fragments by comparing the sentence to a person. A person needs both a body and a brain 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



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subjects and verbs to practice forming sentences.

717.02.a

Subject and Predicate

Learning Continuum


For Learning:Student writing

Of Learning:Goal not on original Learning Continuum

Introduce subjects and predicates. The subject of a sentence is the part that tells whom or what the sentence is about. The predicate is the part that tells what the subject is or does.

Brainstorm with the students and write various subjects and predicates on the board randomly. Then, ask the students to combine the subjects and predicates to make sentences on their papers.

HBJ Language, Harcourt Brace Jovanovich.

717.02.a

Run-ons and Fragments

Learning Continuum


For Learning:DOL participationStudent WritingPeer Editing

Of Learning:Goal not on original Learning Continuum

Use DOL sentences and paragraphs to edit and correct run-on sentences and fragments.

Have students write 3 run-on sentences and 3 fragments on an index cards, mixing the run-ons and fragments on the card. Students trade cards with a partner. Underline all the run-on sentences in red and the fragments in yellow. Ask students to identify on the card what part of the sentence is missing if the sentence is a fragment, then rewrite each sentence to correct it and make is a complete sentence. Students should trade cards back with the original owner when they are finished and peer edit for correctness.


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Conventions: Capitalization Return to Top

717.02.a

Fundamen-tal Rules: Beginning Capital-ization

Learning Continuum

Teacher ObservableDWAISATECA

For Learning:Student writing DOL sentences and editing marksTeacher observation


Use DOL sentences with various capitalization errors, have students correct the errors using editing marks, then go over each capitalization error and the rule for each as a class.

Family Links:

717.02.a

Fundamen-tal Rules:

Pronoun “I”

Learning Continuum


For Learning:Student WritingClass Participation


Have students write a paragraph about what they did over the summer, weekend, holiday, etc. that causes them to use the “I” pronoun.

Have students read their paragraphs out loud to the class and ask the class to stand up every time they hear the pronoun “I” to signify the importance of capitalizing “I”.

717.02.a

Adjectives, Titles, Proper

Nouns

Learning Continuum

Learning Continuum


For Learning:Student Writing of DOL sentences


Use DOL sentences to review the rules of capitalization for: The beginning of sentences The beginning of quotations Full names, including titles and

initials Particular places, points of

interest, buildings, monuments Teams, organization,

government bodies Countries and continents

Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois.

D.O.L Plus, Great source


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Historical events and eras Companies, stores, products

717.02.a

Capitali-zation:

Fundamental Rules

Learning Continuum


For Learning:Student Writing of DOL SentencesLetter Writing

Use DOL sentences to review the rules of capitalization.

Have students write a friendly letter telling about their favorite books, magazines, stories, and poems, focusing on correctly capitalization rules for each.


Conventions: Punctuation Return to Top

717.02.a

Use Appro-priate End

Punctuation

Learning Continuum


For Learning:Student ParticipationTeacher ObservationIndependent written assignmentDOL Sentences


Have students each write 5 simple sentences on an index card.

Read the sentences out loud to the class. Have them stomp their feet at the end of the sentence if they think it should end with a period, clap their hands if it should end in an exclamation point, and snap their fingers if it should end with a question mark.

Discuss how the meaning would change if different end punctuation were applied.

Provide independent assignments of written sentences or paragraphs with missing end punctuation, and have students insert the correct punctuation.

Use DOL sentences to practice correct end punctuation daily.



717.02.aLearning

For Learning:Student Participation

Provide several examples of sentences with dates and edit Writer’s


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Use Commas Appro-priately

Continuum


Teacher ObservationStudent writing


them, inserting commas where appropriate as a class.

Students write a news story announcing the unveiling of a new car. Use dates to tell when each of the car’s special new features was first developed. Use commas correctly.Page 10, Writer’s Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.

Express, Write Source, Houghton Mifflin Company, Wilmington, Massachusetts.

717.02.aUse Apos-

trophes

Learning Continuum


For Learning:Student ParticipationTeacher ObservationStudent Writing


Review the use of apostrophes to show ownership. Discuss how the placement of the apostrophes changes when singular or plural.

Complete several examples together on the board of singular and plural possessives.

Students write a paragraph about an item that belongs to someone else, but they would like to own it. They should include at least 4 singular possessives and 4 plural possessives in their paragraphs.


717.02.a

Appropriate Marks in

Dialogue / Enclosing

Punctuation

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning:Student Writing and Editing DOL Sentences


Use DOL sentences to review and practice the rule for enclosing titles of stories in parentheses.

Daily Oral Language, McDougal, Littell & Company, Evanston, Illinois


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717.02.a

Use underlining

for titles

Learning Continuum


For Learning:Student Writing and Editing DOL SentencesStudent ParticipationStudent Writing Peer Editing


RIT 211-220

Use DOL sentences to review and practice the rule for underlining titles.

Call students up to the board to write the title and author of their library book. Have another student come to the board to correctly underline the title of the book.

Have students write a friendly letter, recommending 5 of their favorite books to a friend. They should correctly underline each of the titles. Trade papers with a peer and check each other’s work.


717.02.a

Dependent and

Independent Clauses / Comma Usage

Learning Continuum


For Learning:Student participationTeacher observationIndependent Student Assignment

Of Learning:Go to “Use Commas Appropriately”

Orally review with students: A clause is a group of related words that has both a subject and a predicate. An independent clause expresses a complete thought and can stand alone as a sentence. A dependent clause does not express a complete thought and cannot stand alone.Writer’s Express, Page 79.

Complete several examples of dependent and independent clauses as a class and ask students to identify them and explain why they are dependent or independent.

On sentence strips, ask students to write several dependent clauses. Collect and write the examples of each dependent clause on the



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board and discuss why they are dependent.

Assign students to independently rewrite each dependent clause on a piece of paper and make each one a complete sentence by adding a comma and an independent clause.

717.02.a

Prepositional, Participle and

Appositive Phrases / Comma Usage

Learning Continuum


For Learning:Student ParticipationTeacher ObservationIndependent Assignment

Of Learning:Go to “Use Commas Appropriately”

Review comma usage rules orally. Complete several examples of DOL sentences on the board together.

Student assignment: Rewrite the following paragraphs. Combine short, choppy sentences to make smooth ones. Combine them however you choose, as long as the meaning stays the same and your sentences are correct.

There was a barn. It was dusty. It was made of wood. The wood was old. The wood was gray. The nail marks showed signs of rust. There was an old silo. It stood next to the barn. It looked tired. It was every bit as old as the barn. Just then, Penny appeared. She appeared in front of the barn. The animals looked up at her. They were surprised. Penny never came into the barnyard. Not at this time of day.Writer’s Express, Page 100.



Conventions: Spelling Return to Top

717.02.aLearning Continuum

For Learning:Student Pretest

Introduce 15 –20 new spelling words each week from the adopted Spelling Lists


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Conventional Rules


Student Self Assessment


5th grade spelling list.

Give a pretest of the new list of words on Monday. Have students grade their own pretest as you write the correct spelling of each word on the overhead. Students should say the word together, spell the word and say the word again. As you write the correct spelling for each word, students touch each letter on their paper with a red checking pencil, making a dot underneath each letter. If they missed a word, they should write the correct spelling underneath the misspelled word. Students use this pretest to study.

Discuss any applicable conventional rules.

717.02.a

High Frequency

Spelling Words

Learning Continuum


For Learning:Teacher ObservationStudent AssignmentStudent Self AssessmentStudent ParticipationTest Assessment

Of Learning:See Test items above in “Conventional Rules” row

Monday: Spelling Pretest (see above).

Tuesday: Put each of the spelling words for the week on the Word Wall. As a class, say each word aloud, clap on the word, snap finger on each letter as you say them, and clap on the word again.

Wednesday: Ruler Tap: Teacher calls out one of the spelling words for the week from the Word Wall. Then, without saying anything, tap several of the letter of that word and stop. Call on a student to finish spelling the word correctly. Each tap of the ruler on the desk

Spelling Lists

5 Step Spelling Practice

Fry word list

Sitton lists


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represents one letter. Students must spell along with you mentally to finish spelling the word when you stop.

Thursday: Students complete the 5-Step Spelling Practice independently.

1. Look2. Say3. Cover4. Write5. Check

Friday: Test

717.02.a

Application of Rules

(prefixes / suffixes)

Learning Continuum


For Learning:Student ParticipationTeacher Observation

Of Learning:See Test items above in “Conventional Rules” row

Introduce 5-10 new words each week. Write the word on the board and ask for student to find the root word. Then, identify the prefix and/or suffix.

In their journals, students write the word, underline the root and circle the prefix and/or suffix.

Tape the words on the wall (separate from the spelling Word Wall).

Play SPARKLE:Call out one of the words. Then, going down the rows, each student calls out a letter of the word to spell it correctly. However, after a student finished spelling a prefix, the next student must say “prefix”. Then, after a student finished spelling the root, the next student must say “root”, and after a student

Month-By-Month Phonics for upper Grades, by Patricia M. Cunningham and Dorothy P. Hall. Carson-Dellosa Publishing Company, 1998.


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finishes spelling the suffix, the next student must say “suffix.” The final students say, “the word, then SPARKLE” and the next student is out. Continue playing until only one student is left.

23Idaho State Curriculum Guide Language/Writing 5th Grade

©State of Idaho 2003

APPROVED ISAT PROFICIENCY SCORESReturn to Top

Approved 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.

23



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.

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.

Idaho State Standards—5th Grade Writing/LanguageReturn 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.

24



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.

715. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 5, SECTIONS 716 THROUGH 720. 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.

717.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.

Return to Prewriting Skills

Return to Drafting & Revising

a. Understand and apply steps of the writing process:

- Brainstorm;

- Draft;

- Revise;

- Edit/proofread;

- Publish.

i. Participate in the writing process to share ideas and create rough drafts.

ii. Use peer editing and self-revision to improve a piece of writing.

iii. Publish by preparing a final hard copy or informally sharing.

Return to “Appropriate Format”

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

i. Create learning logs, personal learning records, notes, and journals.

ii. Use collected notes to determine a self-selected topic for further study.

Return to “Appropriate Style and Vocabulary”

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

i. Write narratives that relate ideas and provide context for reader.

ii. Write an expository piece using topics across curriculum.

02.Write and edit for correctness and clarity.

Return to Editing & Proofreading

Return to Subject-Verb Agreement

Return to Noun / Pronoun Forms

Return to Noun/Pronoun Antecedent

Return to Verb Tenses / Irregular Verb Forms

Return to Adjective / Adverb / Negative Forms

a. Apply rules and conventions of the following:

- Grammar;

- Punctuation;

- Capitalization;

- Spelling;

- Legibility.

i. Apply fundamental rules and conventions for grammar, punctuation, and capitalization.

ii. Use dictionaries and spell checkers to correct spelling errors.

25



Return to Phrases / Clauses

Return to Subject-Predicate / Run-ons-Fragments

Return to Capitalization

Return to Punctuation

Return to Spelling

Return to Variety of Elements

b. With support, incorporate a variety of elements of writing:

- Alliteration;

- Figurative language;

- Personification;

- Vocabulary.

i. Incorporate such targeted skills as alliteration and figurative language into writing.

ii. Use such resources as a dictionary and thesaurus to develop targeted skills.

Return to “Details”

Return to Variety of Sentences

Return to Sentence Type/Kind

c. Develop a paragraph:

- Incorporate a clear and focused main idea;

- Support main ideas with details and examples that are appropriate to topic, audience, and purpose;

- Use topic sentences, appropriate word choices, sentence structure, transitions, indentation, and organization.

i. Write a paragraph about a cross-curricular topic.

ii. Write from personal and practical needs: messages, diaries, journals, thank-you notes, friendly letters, and step-by-step directions.

02. Write a narrative essay that aligns with the fourth-grade Direct Writing Assessment.

Return to “Composition Forms”

a. Create a multiple-paragraph narrative composition that includes the following:

- An introductory paragraph to establish and support a central idea;

- Supporting paragraphs with thoughtful transitions, simple facts, details, and explanations;

- A concluding paragraph that summarizes key points;

- Proper indentation.

i. Include an effective lead/topic sentence.

ii. Incorporate the following story elements: plot, characters, setting, and point of view.

26



Return to Variety of Components

b. Write and publish original creative words that incorporate figurative and descriptive language.

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

ii. Incorporate one or more of the following elements: alliteration, hyperbole, idioms, similes, metaphors, personification, and vocabulary.

27


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220CapitalizationAdjectives, Titles, Sentence Beginnings

Return to Curriculum Guide

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

Verbalize the rule telling which word in a quotation is always capitalized

Book, movie, TV show, magazine titles: know which words to and not to capitalize

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

Fundamental Rules


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

Distinguish between common and proper nouns

Generalize rules of capitalization

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:

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

29


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220sentences, poems, letter 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

quotations, but also first words in sentences, proper/common nouns, capitalizing multiple sentences in a paragraph

All titles: what to capitalize and what not to capitalize

Generalize capitalization rules

Fundamental Rules-Beginning Capitali-zation


Capitalize the first word in the sentence

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

Capitalize only the first word in a sentence without proper nouns

Capitalize the beginning of each sentence in a group of sentences

Capitalize first word and proper nouns

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

Pronoun “I”


Identify the sentence not capitalized correctly (“I” the error)

Identify “I” errors twice in the same sentence

Proper Nouns

Places: rivers, mountains, countries, states, cities, monuments, buildings, points of

Full names, including titles and initials

Particular places, points of

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

30


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220Return to Curriculum Guide

interest Organizations and government

bodies People’s full names, including

initials and titles Identify a “proper noun” Company and product names Nationalities and languages Team names

interest, buildings, monuments Teams, organization, government

bodies Countries and continents Historical events and eras Companies, stores, products Classes, schools Ships Identify proper nouns

monuments…d. Artistic groupse. Buildings, businesses,

stores

Writing Composition and Structure Appropriate Format


Use correct letter format Develop paragraph with specific

detailsEdit paragraph format for fragment

and run-on sentences

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

Use strong topic sentences Plan for strong conclusions When given a 5-8 sentence

Focus on exclamatory sentence structure

Choose the best definition for the

Choose best opening paragraph in a narrative piece of writing

Use of vocabulary of declarative,

31


ISAT “Sub-Goal”

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


paragraph, edit for off-topic sentences

When reading a short story choose the best ending

Choose the correct paragraph that best explains an action

Focus on imperative sentence structure

Answer standard questions when writing a news story

term “topic sentence” imperative, interrogative and exclamatory terms

Composition Forms


Write limericks Define composition forms in

lengthy passages

Details


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)

32


ISAT “Sub-Goal”

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

Variety of Elements


Use imagery in poetry

Grammar and UsageAdjective Form


Use comparatives “bad, worse, worst” correctly

Use comparatives “more, most” correctly

Use comparative adjectives (-er, -est) correctly

Recognize correctly and incorrectly used comparative forms

Use adjectives telling “what kind”

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

Adverb Form

Use adverbs telling “when” correctly

Use comparative adverbs telling

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

Identify adverbs that tell “when”

Format: Longer sentences, more difficult vocabulary

Recognize correct and incorrect

33


ISAT “Sub-Goal”

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


“when” Use comparative adverbs correctly Understand the meaning of

comparative adverbs

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

Irregular Verb Forms


Identify common irregular past tense forms of verbs

Recognize more difficult irregular verb forms

Recognize or determine the correct use of irregular past tense verbs

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.)

Negative Forms


Recognize the correct use of only one negative in a sentence: isn’t any; has no; doesn’t have; haven’t any

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”

Noun Forms

Return to Curriculum

Identify a word as a noun Identify which is the noun in a

sentence Recognize the correct plural form

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

34


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220Guide of a noun used in a sentence

Recognize plural nouns needing the –es ending

Recognize a noun that is not plural Recognize the irregular plural

form of a noun Identify which is not a correct

irregular plural noun Recognize the correct use of a

singular possessive noun

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

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

Noun / Pronoun Usage Agreement

Use possessive pronouns correctly: their, theirs, his, hers, its

Recognize the correct and incorrect use of she/her as subject or object

Recognize the correct and

35


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220incorrect use of “I” in a compound subject or in a list

Identify the pronoun used to take the place of names in the objective case: them

Use reflexive pronouns correctly: themselves

Recognize the correct use of “whom” (With whom are you…?)

Phrases


Understand the meaning of a phrase telling “why”

Recognize phrases telling “how” or “where”

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

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

36


ISAT “Sub-Goal”

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

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


Recognize sentences that are complete and not complete

Complete sentences with the correct phrase

Recognize complete sentences containing only a noun and a verb

Identify a simple sentence Identify the correct word order to

form a sentence Identify a group of words as an

incomplete sentence

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

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

37


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220 Identify two sentences with

different word order but the same meaning

Turn a clause into a complete sentence

sentence: subject, object, adjective, or subordinate clause

needed to complete a sentence: adjective to complete the linking verb

Recognize complete complex sentences

Subject & Predicate


Identify the subject of a sentence Identify a complete sentence

where the predicate is written first Recognize where to divide a

sentence between the subject and the predicate

Name the two main parts of a sentence

Identify the subject of a sentence

Subject/Verb Agreement


Recognize the correct use of subjects or verbs in the following cases:o Compound subject – linking

verbo Compound subject – verb

phraseo Third person singular subject –

main verbo Plural subject – auxiliary verb

or verb phrase

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

Variety of Sentences

Format: Sentences in this RIT range often begin with prepositional or adverb phrases

Sentences have more complex syntax and phrasing, more difficult vocabulary

Understand that sentences tell past, present, or future

Identify which sentence tells past

38


ISAT “Sub-Goal”

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


Recognize that sentences can tell past, present or future actions

Identify a sentence that tells past action

Identify a sentence that tells future action

Identify sentences that tell past, present, or future

Verb Tenses


Identify the past tense of a verb Determine which verb to use in a

question that has an auxiliary verb at the beginning of the sentence

Recognize or determine the correct use of regular past tense verbs

Determine the correct verb to use in a sentence with auxiliary verbs

Tell the meaning of “past tense of a verb”

Determine the correct verb to use to tell future actions

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

Punctuation

39


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220Appropriate Marks in Dialogue


Use quotation on both sides of split direct conversation

Use quotations in titles Use parentheses around non-

essential phrases

Use quotations in quoted material Use single quotation inside

quotation marks

Dependent and Independent Clauses/ Comma Usage


Use commas in dependant clauses Use commas between two main

clauses Use commas in a compound

sentence

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

Use commas after an introductory adjective phrase

Use commas around appositives

Use commas after participial phrases in a lengthy paragraph

Use Apostrophes

Return to

Use apostrophes in pronoun contractions

Use apostrophes in possessive plurals

Use apostrophes with helping verb

Use apostrophes for subject and helping verb contractions

40


ISAT “Sub-Goal”

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

and “not”

Use Appropriate End Punctuation


Use correct end punctuation in 8-10 word sentences

Mark each end punctuation correctly when writing a multi-paragraph friendly letter

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

Use Commas Appropri-ately


Use commas around parenthetical phrases

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

Use Underlining in Titles


Underline book titles Underline movie titles Underline magazine titles

Spelling

41


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220Accuracy and High-Frequency Words


Recognize common words that have been misspelled, either by sight or by applying basic rules of phonics

Recognize the correct spelling and use of homographs

Recognize the correct spelling and use of the contraction “it’s”

Format: Generally more difficult, commonly misspelled words

Application of Rules (prefixes-suffixes)


Recognize correct application of basic spelling rules:

Change “y” to “i” and add ending

Change “f” to “v” and add –es

Drop final “e” and add –ing, -ed, or –ous

Recognize correct and incorrect spellings of root words with affixes: un-, -ly, a-, dis-, -able, im-, mis-, -ful, -ness

Recognize the correct spelling/pronunciation of words ending in –th or –the

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

Recognize when to double final consonant before adding ending

Conventional Rules


Format: Many longer words: three and four syllables

Format: Less frequently used words

Distinguish the correct spelling of

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

42


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220a word from incorrect versions

Recognize the correct spelling of “ui” words

Recognize the correct spelling of “ie” or “ei” words

“o”

Writing ProcessDrafting and Revising Skills

Return to Curriculum Guide—Drafting

Revise and replace misplaced modifiers

Use figurative language to describe

Use creative figures of speech Write to stay on purpose Use symbolic language Create a variety of sentences,

simple, compound, and complex Use phrases and multi-word

modifiers to enhance details Use adjective and infinitive

phrases Begin topic with strong sentence

starters Use a variety of genres

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

Editing and Proofreading

Capitalize royal titles, professional titles, and personal titles

Use similes for comparison Identify suffixes Use slang words for a direct

Use capitals in magazine, newspaper, essay and titles

Use commas in letter closure Punctuate introductory dependant

clauses

Use commas in a series of participial phrases

Use strong topic sentences with strong verbs

Use capitals in a letter closure

43


ISAT “Sub-Goal”

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


purpose Proof for spelling errors Use commas between city and

state Edit sentence fragments Use correct return address format Capitalize government bodies Use parallelism between subject

and direct object Use appositives

Capitalize inside addresses Punctuate non-essential

parenthetical phrases with commas

Use abbreviations in appropriate places

Pre-Writing Skills


Select point of view (i.e. I, He, You)

Choose a mode of writing Use clear descriptors List details in outline form Determine tone and mood Choose tone by determined

audience Outline main topic with

descriptors Organize sentences for paragraphs Create a list of possible word

choices Select main headings for outline Choose subject and brainstorm

(i.e. word lists, webbing, free writing)

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

44


45


New Vocabulary

Goal 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

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

closing, book title, paragraph

No new vocabulary above last RIT band.

46


New Vocabulary

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

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

47


New Vocabulary

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

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

48


New Vocabulary

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

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

49


New Vocabulary

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

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

50



Basic Grammar and Usage RIT 191-200

Spelling.doc "Use Adjective Forms.doc"

"Use Adverb Forms.doc"

"Use Basic Sentence Patterns.doc"

"Use Irregular Verb Forms.doc"

Return Return Return Return Return

"Use Negative Forms Correctly.doc"

"Use Noun Forms.doc"

"Use Pronoun Forms.doc"

"Use Subject-Verb Agreement.doc"

"Use Types of Phrases.doc"


"Use?Distinguish Verb Tenses.doc"

Return


Spelling.doc "Use Adjective Forms.doc"

"Use Adverb Forms.doc"

"Use Basic Sentence Patterns.doc"

"Use Irregular Verb Forms.doc"





"Use Pronoun-Antecedent Agreemen.doc"



"Use Types of Clauses.doc"



Return Return Return



51







"Use Types of Clauses.doc"




Return Return

Capitalization RIT 191-200

"Capitalize Pronoun ?I?.doc"

"Capitalize Proper Nouns and Adj.doc"

"Use Beginning Capitalization.doc"



"Capitalize Proper Nouns and Adj.doc"

"Use Beginning Capitalizatio.doc"

Return Return


Return Return

Composing and Writing Process RIT 191-200


52







Composition Structure RIT 191-200

Return Return Return Return





53



Punctuation RIT 191-200






54



5th Grade Spelling WordsReturn to Curriculum Guide

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