Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web view( Use a thesaurus to find and use synonyms and antonyms in written work. ii. Punctuation (
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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
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resource
s
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
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
Teacher ObservableDWAECAISAT
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
For Learning:Teacher ObservablePapers submitted will be checked for accuracy using a teacher generated rubric (see sample teaching strategy) or Write Traits rubric
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
For Learning:Teacher ObservableStudent writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
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
identify and use appropriate style and vocabulary for a particular audience
726.02cConvey clear and focused main ideas
726.04.cFigurative Language
Learning Continuum
Teacher ObservableDWAECAISAT
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
Teacher ObservableDWAECAISAT
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.
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
Teacher ObservableDWAECAISAT
For Learning: Teacher ObservableStudent writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
726.02cConvey clear and focused main ideas
Learning Continuum
Teacher ObservableDWAECAISAT
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
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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,
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
726.02.aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student independent workStudent writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
For Learning:Student writing and exercises.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
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
Teacher ObservableDWAECAISAT
For Learning:Student writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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)
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
Teacher ObservableDWAECAISAT
For Learning:Student writing
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.
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
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
726.02.aWrite and edit for correctness
and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Have students write a comparison/contrast essay emphasizing adjective use
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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.
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
726.02.aWrite and edit for correctness
and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Informal teacher observation
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
For Learning:Informal teacher observation
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
For Learning:Student sentences
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
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
726.02.aWrite and edit for correctness
and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Student sentences
Using DOL sentences have students underline the subject for daily practice.
Run-ons and Fragments
726.02.aWrite and edit for correctness
and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
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
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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.
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
726.02.aWrite and edit for correctness
and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Informal teach observationStudent writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
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
For Learning:Student writing
ID-L- 2 Use DOL sentences to practice dialogue punctuation, abbreviation, and comma use. Family
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
726.02.aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
726.02.aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
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
Teacher ObservableDWAECAISAT
For Learning:
Of Learning:See Test Items Under Commas
Comma Usage:Dependent and
Independent Clauses
726.02.aWrite and edit for correctness
and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Student writing
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
Spelling Words726.02.aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Spelling testsStudent writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
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
Teacher ObservableDWAECAISAT
For Learning:Student writing
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
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.
The student can perform skills or processes independently without any significant errors.
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.
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.
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 Drafting/Revising
Return to Variety of Elements
b. Incorporate a variety of elements of writing:- Alliteration;- Figurative language;- Simile;- Metaphor;- Personification;- Vocabulary.
Return to Drafting/Revising
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
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.
Return to Composition Forms
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.
Return to Composition Forms
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.
Return to Variety of Components
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.
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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.
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.
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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.
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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.
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
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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)
Identify correct form of less commonly used irregular verbs
Negative Forms
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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
(231-240) Recognize the correct and
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
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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”
the linking verb Verbalize that a predicate contains
a verb
Subject/Verb Agreement
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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
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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
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.
The student can perform skills or processes independently without any significant errors.
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.