language arts curriculum guide template—detailed curriculum guides files/la… · web viewmcrel...

1Idaho State Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003Go 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 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 Top744.01 a

Pre-Writing Skills

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning: Use a variety of graphic organizers—webs, time lines, story boards, etc. for students to complete before writing

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

http://teachers.teach-nology.com/web_tools/graphic_org/

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

744.01 a

Drafting and Revising

Skills

Learning Continuum


For Learning: Give students a choice of several concluding sentences and ask them to write the sentences leading to the conclusion. Some sentences may be the following: 1. Suddenly everything went black. 2. That is one day I will never forget. 3. Everyone cheered.


Give students beginning and ending sentences of a paragraph. Let them work in pairs to generate the supporting sentences. Then share their results with other class members.

Apply knowledge of grammar, usage, spelling, punctuation, and capitalization to all state standard required writing: expository, literary response, critical analysis, research, and technical writing. The Six Traits of Writing is recommended for writing instruction: ideas, organization, voice, word choice, sentence fluency (variety) and conventions (mechanics).

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






2Idaho State Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003

State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

744.02 a744.05 a

Use Editing and Proof-

reading Processes

Learning

Continuum


For Learning: Have students peer readanother student’s paper and underline the verbs and verb phrases


Create a worksheet with simple sentences and ask students to combine them.

Use Daily Oral Language

Writing Composition and Structure Return to Top744.01 b744.01 c744.02 c

Appropriate Format

Learning Continuum


For Learning: Have students write a paragraph describing the classroom or their bedroom spatially.


Show models of paragraph organization (i.e. spatial, order of importance, chronological, etc.) and discuss the various similarities and differences.

Family Links:

744.01 b744.04 a744.04 c744.05 b744.05 c

Variety of Formats

Learning Continuum


For Learning: After watching Mr. Holland’s Opus have students write a persuasive essay on the importance of athletics or fine arts in the school

Of Learning:See Composition Forms for Sample Test Items

Have students describe an object in four different ways—narrative, expository, descriptive, and persuasive

http://www.middleweb.com/rubricsHG.html

744.01 c Learning Continuum

For Learning: Have students evaluate the effectiveness of an essay’s style and/or

Teach students various ways to begin an essay (i.e.

http://www.sde.state.id.us/

http://www.sde.state.id.us/instruct/langarts/






State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Appropriate Style and

Vocabulary


word choices, using a pre-determined rubric (use the Idaho DWA Scoring Guide for example)

with a question, a quote, a riddle, dialogue, a personal experience, etc.)

instruct/langarts/

744.02 b744.02 c

Variety of Elements

Learning Continuum


For Learning: Have students self-evaluate using the 6+ Traits

Make transparencies of two essays—one well-written and one not. Have students evaluate these essays using the 6+ Traits

LINK TO 6+ TRAITS

744.02 c744.04 b

Details

Learning Continuum


For Learning: Have students write directions to a place or for a recipe without transition words. Discuss the problems with the writing. Next have them rewrite using transition words

Give students a thesis statement and ask them to generate supporting sentences. Next give students several related sentences and have them write a thesis statement for them.

http://www.writesite.org/

http://litsite.alaska.edu/workbooks/midnewswrite.html

744.02 c

Composition Forms

Learning Continuum


For Learning: Students chart various composition forms and list elements from a piece of literature necessary to the different forms. Each student selects one form and applies the elements to write a composition (ex.: editorial about the injustice of the 3 pigs shutting out the wolf)


Read a common fairy tale to the class. Ask what elements you would use to write a persuasive essay based on an issue in the story? What about a book report of the story? Newspaper article? Editorial?

744.02 c Learning Continuum

For Learning: Have students color the topic sentence, the supporting sentences,

As a class activity, give students a topic sentence.





State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Variety of Components Teacher

ObservableDWAECAISAT

and the conclusion in specific colors (Step Up To Writing)

Students edit a given paragraph to delete any sentences which to not support the topic sentence.

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

Then ask each student in turn to add a supporting detail sentence. The last person could add the conclusion

744.06 a744.06 b744.07 a744.07 bGather, synthesize, and present research findings

Research Project, Teacher Observable

For Learning:http://webster.commnet.edu/grammar/index.htm

http://www.reflectiveteacher.com/

http://www.4teachers.org/

http://thinktank.4teachers.org/

744.03 a744.03 b

Write expository essays to inform andExplain

Research Project, Teacher Observable

For Learning:Students apply gathered and organized research information in original newspaper articles.

Idaho Pencil Box ideashttp://www.sde.state.id.us/instruct/langarts/










http://webster.commnet.edu/grammar/index.htm




State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml 744.02 c

Verb Tenses/Variety of Sentences

Learning Continuum

Learning Continuum

Teacher ObservableDWAECA

For Learning: Give students several paragraphs to rewrite in different tensesor in active voice.Have students identify the varieties of sentences (declarative, imperative, etc.) in a given paragraph.

Of Learning:RIT 201-210 (Verb Tense)RIT 211-220 (Verb Tense)RIT 221-230 (Verb Tense)

RIT 201-210 (Variety of Sentences)RIT 211-220 (Variety of Sentences)RIT 221-230 (Variety of Sentences)

6 Teach the verb tenses; have students conjugate regular and irregular verbs

Have students write sentences using active voice

As a class activity have students converse with each other in questions. Every sentence must be in the form of a question.

Family Links:http://www.chompchomp.com/menu.htm

744.02 a

Sentence Structure / Type / Kind

Learning Continuum


For Learning: Write a paragraph incorporating various sentence patterns; also include complex and compound sentences. Label the patterns.


Have students recognize the patterns used in sentences (i.e. noun-action verb-noun; noun-linking verb-adjective or noun; inverted order, etc.)

http://www.eduplace.com/tales/

744.02 a

Subject-verb agreement

Learning Continuum

Teacher ObservableISATECADWA

For Learning:Have students find subjects in “here/there” sentences, in sentences with indefinite pronouns followed by prepositional phrases


2 Play a version of Hollywood Squares and ask questions about subject/verb agreement, ask students to complete the sentence with the correct verb, etc.

Family Links:

744.02 a Learning Continuum

For Learning: Have students edit a letter by correcting the noun usage

Review the plurals of some irregular nouns (moose-moose, mouse-mice, etc.).

http://www.eduplace.co






http://www.chompchomp.com/menu.htm



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


State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Noun Forms Teacher ObservableDWAECAISAT


Have students work in pairs to create crossword puzzles of plural nouns

m/tales/

744.02 a

Pronoun Forms

Learning Continuum


For Learning: Have students complete a fill-in the blank story using the correct pronouns


Have students complete a Personal Pronoun Chart showing 1st, 2nd, 3rd person, singular/plural, and nominative, objective, possessive cases

744.02 aIrregular Verb

Forms

Learning Continuum


For Learning: Give students a paragraph to edit the incorrect verb use


Have students practice writing the principal parts of the verbs. Give timed drills for added excitement

http://www.chompchomp.com/hotpotatoes/index.htm

744.02 aAdjective

Forms

Learning Continuum


For Learning: Students write comparison/contrast paragraphs, correctly using adjective degrees of comparison.


Have 3 students stand in front of the class. Arrange them from shortest to tallest. Have class chant, “___ is tall. ___ is taller. ___ is tallest.” Place a label on each student and review comparative and superlative degrees of adjectives. Have students apply other appropriate adjectives, following the first model.


744.02 a

Adverb Forms

Learning Continuum

Teacher ObservableDWAECA

For Learning: Discuss the weather. Then have students write a new weather report using descriptive adverbs. Read them in class.

Of Learning:

Play the game “Act in the Manner of the Adverb”









State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

ISAT RIT 201-210RIT 211-220

744.02 aNegative

Forms

Learning Continuum


For Learning: Students will write five rules the movie theater might have. Use double negatives in these rules. Then have students read these rules to each other and correct the double negatives.


Have a student or students come to front of class. Make a statement about them, which includes a double negative. Ask the student(s) to act out the statement so students can visualize what a double negative does.

744.02 aPhrases

Learning Continuum


For Learning: Give students several sentences and have them rewrite them to include at least two prepositional phrases


Play “I Spy” with objects in the classroom using prepositional phrases

Memorize prepositions! Act out some of them to get a visual, hand-on aid to memorization.

http://www.ruthvilmi.net/hut/help/grammar_help/

http://www.englishgrammarconnection.com/lessonstart.html

744.02 aClauses

Learning Continuum


For Learning: Have students write a story/paragraph using only independent clauses. Then have the students rewrite the story/paragraph using both independent and dependent clauses.


Teach students to recognize the difference between dependent and independent clauses using a transparency of both types.

744.02 a

Noun / Pronoun

Antecedent

Learning Continuum


For Learning: Have students identify the correct antecedent in several sentences or a paragraph.

Of Learning:RIT 201-210

Write a short paragraph on the board/transparency using only nouns. Discuss this paragraph with the students. Ask them to replace the nouns with correct pronouns. Next write a paragraph using





State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

nouns and pronouns intermixed so that pronoun-antecedent is unclear. Have students correct this paragraph.

744.02 a

Subject and Predicate

Learning Continuum


For Learning: Color parts of sentence Have students write five complete sentences about an activity they have recently participated in. Next have them write only the complete subjects on a paper and exchange the paper with another student. This student completes the sentences. Finally, have the students compare the sentences.

744.02 a744.02 c

Run-ons and Fragments

Learning Continuum


For Learning: Have students edit a previously written short essay for sentence fragments and run-ons by bracketing each complete sentence and coloring the subjects and verbs.

Read to the class a story leaving out parts of each sentence so only fragments are heard. Then discuss the story with the class. Try doing this same activity, reading sentences run together without stops.

Conventions: Capitalization Return to Top744.02 a

Fundamen-tal Rules: Beginning Capital-ization

Learning Continuum

Teacher ObservableDWAISATECA

For Learning: Have students write a pen-pal letter to an imaginary student in a foreign country. In the letter, students describe their life in Idaho, including places, events, etc. using capital letters correctly. (i.e. boating on the Snake River) Give students a rubric showing the rules and level of mastery expected before assigning the letter.

Of Learning:RIT 201-210RIT 211-220

Use Daily Oral Language sentences with incorrect capitalization and have students make the corrections. In a capitalization unit, introduce a few rules each day. To show mastery of the unit, have the students write a pen-pal letter showing mastery of all rules.

Family Links:


State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

RIT 221-230

744.02 a

Capitalization: Adjectives &

Titles

Learning Continuum


For Learning: Integrate these capitalization rules into the pen-pal letter.

Of Learning:See Test Items in Next Row

Have students practice correcting sentences and paragraphs with missing capitalization. Also have students write a paragraph without capitalization then have another student peer edit and correct the capitalization errors.

744.02 a

Capitalization: Proper Nouns

Learning Continuum




Review these capitalization rules with students by showing a transparency of nouns which aren’t capitalized and have them explain the rules why the word should be capitalized.

Family Links:

744.02 a

Capitalization: Fundamental

Rules

Learning Continuum



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

Use documents for students to proof-read and edit for capitalization rules.

Find a web site which will allow students to proof-read and edit documents.

Conventions: Punctuation Return to Top744.02 a

Use Appro-priate End

Punctuation

Learning Continuum


For Learning: Give students a paragraph without a variety of end punctuation marks or capitalized words. Have them correctly punctuate and capitalize the paragraph.


Review the end punctuation rules with students using a transparency. Create some sentences which can be punctuated in different ways. Discuss with the students how the end punctuation changes the meaning of the sentence.

Family Links:


State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

744.02 a

Use Commas Appro-priately

Learning Continuum


For Learning: Give students a short paragraph containing no complex sentences. Have the students rewrite the paragraph using complex sentences with adverbial clauses punctuated correctly. Work with a partner to edit a newspaper article or portion of an article to include adverbial clauses


Teach students to recognize dependent clauses in a sentence and to punctuate introductory clauses with a comma. Have students practice combining sentences into complex sentences using adverbial clauses and punctuate the sentences correctly.


Family Links:

744.02 a

Use Apos-trophes

Learning Continuum


For Learning: Give students a list of words with apostrophes. Have them use these words correctly in a paragraph.


Review apostrophe rules, especially the plural possessive rule. Have students complete sentences inserting the apostrophes correctly.

744.02 a

Appropriate Marks in Dialogue

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning: Have students write a short narrative using dialogue correctly. (i.e. encountering an Alien, meeting a genie, talking with a Fairy Godmother)

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

Assign each student in the class a certain punctuation mark. Then read a passage which includes dialogue, etc. Have the students stand, clap, etc. when their punctuation mark is used. Next read another passage without the punctuation marks and have the students clap, etc. where the appropriate mark should be.

Family Links:

744.02 a Learning Continuum

For Learning: Have students write a comparison/contrast paper about a book,

Give students a list of different types of titles. Ask





State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Use underlining

for titlesTeacher ObservableDWAECAISAT

movie, or play. Encourage them to punctuate the titles correctly.


students to complete each type with an example punctuated correctly.

744.02 aComma Usage:

Dependent and

Independent Clauses

Learning Continuum


For Learning: Have students work in pairs. One partner writes at least 10 independent clauses that tell a story; then the partner adds the subordinate clauses to the sentences punctuating correctly.

Of Learning:See Test Items Under Commas

Create a worksheet of sentences and have students practice combining them into complex sentences, punctuating correctly.

744.02 a

Comma Usage:

Prepositional, Participle and

Appositive Phrases

Learning Continuum


For Learning: Give students a list of phrases which can be used as participles. Have the students use the phrases correctly as participles in a paragraph.

Of Learning:See Test Items Under Commas

Color Parts of Speech

Teach the difference between the verb phrase and a participial phrase; include the use of commas to show a participial phrase.


Conventions: Spelling Return to Top744.02 a

High Frequency

Spelling Words

Learning Continuum


For Learning: Have students use the word correctly in the sentence. Then draw a picture showing the meaning of the word.


Have students compile a list of frequently misspelled words, homonyms, etc. Weekly add to/review these words. When assigning a writing project, remind students that these words must be spelled correctly.

http://www.wolinskyweb.com/word.htm

Spelling Lists

Family Links:

744.02 a

Spelling:

Learning Continuum

Teacher

For Learning: Play Wheel of Fortune as a class activity or in groups.

Review the spelling rules with students. Next hold a relay race with each row of students being a team.





State Standard

and Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Conventional Rules

ObservableDWAECAISAT

Of Learning:See Test Items Under High Frequency Words

Announce each word and let the students race to spell it correctly on the board.

744.02 a

Spelling: Application of Rules (prefixes / suffixes)

Learning Continuum


For Learning: Give students a list of spelling words to use in a paragraph. The paragraph should make sense. Correct punctuation, capitalization, and spelling will be graded.

Of Learning:See Test Items Under High Frequency Words

Review rules for adding prefixes and suffixes. Then give students a list of words—some spelled correctly/incorrectly. Have them identify the words spelled correctly and why. Have them correct the misspelled words.


Idaho State Standards—8th Grade WritingReturn 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.

742. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 8, SECTIONS 743 THROUGH 747. 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.

744. WRITING.Rationale: 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 Pre-writing

Return to Drafting/Revising

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

i. Participate in writing workshops to share ideas, respond to drafts, and provide constructive feedback.

ii. Given three unrelated topic sentences, write at least five related facts that support each topic sentence.

Return to Approp. Format

Return to Variety of Formats

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

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

ii. Write a "list" paragraph that includes related and equally important ideas that begin with such phrases as "Music is…" or "Parents understand little about…"


Return to Style/Vocabulary

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

i. Create lists of "empty" adjectives: nice, cool, awesome, neat, bad, and good. Select alternative and more specific adjectives to replace them.

ii. Replace all "passive" verbs with "active" verbs within an essay to strengthen voice and clarity.


02. Write and edit for correctness and clarity.

Return to Editing/Proofing

Return to Sentence Structure/Type/Kind

Return to Grammar Section

Return to Capitalization Section

Return to Punctuation Section

Return to Spelling Section

a. Determine and apply rules and conventions for the following:- Eight parts of speech, dependent

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

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

i. Use the Ninth-Grade Direct Writing Assessment Scoring Standard, a checklist, and handbook to guide proofreading.

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

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

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

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

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

Add "es" to nouns that end with 's," "ss," "sh," "ch," or "x" to make them plural.

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

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

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

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

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

iv. Appropriately select legible cursive or manuscript.

v. Show and break down parts of speech by diagramming simple, compound, and complex sentences.

Return to Variety of Elements

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


Return to Variety of Elements

Return to Details

Return to Composition Forms

Return to Variety of Components

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

word choice, a variety of sentence structures, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources;

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

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

ii. Write thank-you notes.iii. Write an introduction for a speaker.iv. Write a sample eulogy. v. Write a laboratory or scientific report.

Return to Run-Ons and Fragments

Return to Verb Tense / Sentence Variety


03. Write an expository essay that aligns with the eighth-grade writing assessment to inform and explain.

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

Return to Expository Essays

i. Use such resources as newspapers, magazines, manuals, and literary works.

ii. Create a newspaper article that organizes and summarizes gathered research.

Return to Expository Essaysb. Produce documents in appropriate

format to inform and explain.i. Produce memos, letters, résumés,

applications, manuals, instructions, outlines, collaborative reports, pamphlets, graphs, charts, and news articles.

ii. Write an imaginary interview to explain or define information.

iii. Use dialogue to rewrite information presented in paragraph form.

04. Write for literary response and expression.

Return to Variety of Formats

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

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

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

iii. Examine three or more selections from the same author and compare outstanding features of author’s style.

Return to Details 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. Include topic sentences, supporting details, and conclusions.

iii. Develop a thesis related to a controversial regional, national, and global current event topic.

Return to Variety of Formats c. Write and publish original creative works that include figurative and descriptive language.

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

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

iii. Begin to use such advanced literary devices as allusion, irony, hyperbole, oxymorons, and understatements.

05. Write to critically analyze and evaluate within the confines of eighth-grade science and social studies curriculum.

Return to Editing/Proofing

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

i. Respond to personal, peer, and professional writing, current events, visual and performing arts, advertising, and political/civic discourse.

ii. Compare elements among such folklore as myths, folk tales, fables, and legends. Determine such purposes of several tales as explaining a mystery of nature, teaching a lesson, or poking fun at human weaknesses. Consider how authors' ideas, styles, and structure influence plot.

iii. Respond to essay questions in paragraph form and include the following: Topic sentence Supporting details Conclusion

Return to Variety of Formats b. Use thesis and appropriate supporting evidence to persuade or inform a specific audience.

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

ii. Explain a personal perspective related to science, social studies, or other cultural


perspective.

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

ii. Use persuasive language in a letter to convince an audience as to a scientific or civic point of view.

iii. Prepare an argument used to debate an opinion.

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

Return to Research

a. With teacher support, incorporate a variety of informational and technological resources to perform the following:- Avoid plagiarism through proper use

of paraphrasing, quoting, and citing;- When selecting source materials,

consider motives credibility, and perspectives of authors;

- Formulate thesis or focus and provide relevant support.

i. Practice taking notes from reference materials which include the following: List of main ideas and important details Omission of unnecessary words Abbreviations Teacher's notes from board and

overheadii. Locate information within reference

materials that compares or contrasts two or more things, defines, and explains.

Return to Research b. Present research findings. i. Produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations.

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

questions Locate reference materials; prepare

bibliography and note cards; and paraphrase resource materials

Gather information from at least two sources; select relevant data

Summarize information into four- to six-page report

Bookmark and create files for information gathered from Internet

07. Write technical information.

Return to Research

a. Locate sources. i. Identify, select, and prioritize web sites.ii. Communicate with others via computer.

Return to Research b. Produce technical documents. i. Interpret and organize information.ii. Arrange and format text with a processor.iii. Combine visual text to create multimedia

presentations.


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.

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

18Idaho State Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003The 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.


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230CapitalizationAdjectives & Titles

Return to Curriculum Guide

Capitalize first word of a quotation

Distinguish sentences using quotations that are not capitalized correctly

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

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

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

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

Compass directions – when to and not to capitalize them

Full names, including titles

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

All titles

Fundamental Rules


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

Format: Longer passages in many of the items

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

Differentiate between similar common and proper nouns

Radio and TV station initials

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

All titles: what to capitalize and what not to capitalize

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

Distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)

Generalization of capitalization rules – classifying types of nouns that


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230 All titles: which words should

and should not be capitalized Compass directions: when

they are correctly and incorrectly capitalized

Generalize capitalization rules should be capitalized When to capitalize family

relationships

Fundamental Rules-Beginning Capitali-zation


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

Capitalize the first word in the sentence

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

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

Proper Nouns


Full names, including titles and initials

Particular places, points of interest, buildings, monuments

Teams, organization, government bodies

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

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

monuments… Artistic groups Buildings, businesses, stores

Full names, professional and family titles

Holidays and special events Nationalities, languages,

countries, continents Towns, cities, particular

geographic locations (___ Valley, Mt. ___)

Organizations, clubs, teams, groups

Classes, courses Religions

Writing Composition and Structure Appropriate Format

Return to

Combine sentences into paragraph structure

Look for patterns of organization in a paragraph

Use standard forms of indentation Review several paragraphs and

choose the best organization Determine the pattern of


ISAT “Sub-Goal”

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

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

organization in a lengthy passage

Appropriate Style and Vocabulary


Focus on exclamatory sentence structure

Choose the best definition for the term “topic sentence”

Choose best opening paragraph in a narrative piece of writing

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

Composition Forms


Write limericks Define composition forms in

lengthy passages

(221-230) Select sentences that support topic

sentences Select sentences that support

conclusion Identify all four sentence forms

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

within a given paragraphDetails


Select clear details for paragraph


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Variety of Components


Edit sentences into multi-paragraphs

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

(221-230) Identify topic sentence when it is

not the first sentence of the paragraph

(231-240) Edit sentences to create complete

paragraphs

Variety of Elements


(221-230) Determine mode by reading a

lengthy passage

Variety of Formats


(221-230) Write in the persuasive mode

Grammar and UsageAdjective Form


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)

(221-230) Recognize correctly and

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


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230 Understand that comparative –er

means to compare two things Understand the correct use of

“good” as an adjective, not an adverb

Adverb Form


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

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

comparative adverbs

Format: Longer sentences, more difficult vocabulary

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

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

Clauses


Understand the intended meaning of a particular clause

Identify the main clause in a sentence

(221-230) Identify a dependent clause


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Irregular Verb Forms


Format: Difficulty of vocabulary increases in this RIT range

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

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

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

sentence with or without an auxiliary verb

Identify correct form of less commonly used irregular verbs

Negative Forms


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

Recognize that two negatives in a sentence is not Standard English

Use “n’t” contractions correctly

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

(221-230) Recognize the correct and

incorrect use of negatives “hardly” and “scarcely”

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


incorrect use of negatives “hardly” and “barely”

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

Noun Forms


Recognize the correct plural form of a noun

Understand the meaning of a singular possessive noun

Recognize the correct irregular plural form of a noun

Identify which word is not a plural noun

Recognize the correct use of a plural noun in a sentence

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

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

(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”

Recognize the correct irregular plural form of nouns not commonly used


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230 Distinguish possessive nouns from

contractions Recognize a collective noun as

being singular, distinguishing it from plural nouns

(Latin roots like data-datum; open compounds like lady in waiting)

Distinguish irregular plurals from words that are not plural

(231-240) Recognize the correct plural spelling

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

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

Noun-Pronoun Antecedent


Identify the noun replaced by a pronoun

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

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

(231-240) Recognize clear or unclear

pronouns-antecedents

Phrases


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

“which”

Recognize what part of the sentence a prepositional phrase modifies

Recognize a prepositional phrase used as an adjective

Recognize the meaning of a verb phrase

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

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

(231-240) Recognize and identify a

prepositional phrase containing ‘within’


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230 Recognize adverb and adjective

phrasesPronoun Forms


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

Use objective pronouns correctly in a complex sentence: Everyone except ___…

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

Use reflexive pronouns correctly: themselves

Identify which word in a sentence is the pronoun

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

Understand the meaning of a pronoun: “all of us” = “we”

Use nominative case pronouns correctly

Use nominative pronouns correctly in compound subjects

Recognize the correct and incorrect use of “I” in a compound subject or in a list

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

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


incorrect use of nominative and objective case pronouns in complex sentences

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

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

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

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

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

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


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Sentence Structure/ Type/Kind


Identify compound sentences Identify sentence patterns (some

articles and possessive pronouns used in short, simple sentences): noun–verb, noun-verb-noun

Change the word order and keep the same meaning

Add a phrase to form a complete sentence

Verbalize what sentence part is needed to form a complete sentence: subject, object, adjective, or subordinate clause

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

Identify a sentence as simple or compound

Complete sentences correctly with words or phrases

Recognize sentences with clear meaning and correct form

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

Recognize complete complex sentences

(221-230) Identify sentence patterns

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

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

(231-240) Identify a complex sentence

Subject & Predicate


Name the two main parts of a sentence

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

sentence Identify the part needed to

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

Verbalize that a predicate contains a verb

Subject/Verb Agreement


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

(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”) –


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230o Plural subject – auxiliary verb recognizing form of the verb

in the predicatelinking verb

o “There” – linking verb – plural noun

o Indefinite pronoun – linking verb

Variety of Sentences


Sentences have more complex syntax and phrasing, more difficult vocabulary

Identify sentences that tell past, present, or future

Understand that sentences tell past, present, or future

Identify which sentence tells past


ISAT “Sub-Goal”

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


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

Determine the correct verb tense to use in a sentence

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

Identify present tense verbs Determine the correct verb phrase

to use in a sentence

Determine the correct verb form to use in a sentence

Identify the verb form not used correctly in a sentence

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

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

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

Understand the meaning of a complex verb phrase

Determine which verb form is correctly used in a complex sentence

(221-230) Recognize sentences in which the

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

PunctuationAppropriate Marks in Dialogue


Use quotations in titles Use parentheses around non-

essential phrases

Use quotations in quoted material Use single quotation inside

quotation marks

Dependent and Independent Clauses/

Use commas between two main clauses in a complex sentence

Use commas between two main clauses in a compound complex sentence


ISAT “Sub-Goal”

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


Prepositional, Participle and Appositive Phrases-Comma Usage


Use commas after participial phrases in a lengthy paragraph

(231-240) Use commas around dependant

clauses in compound, complex sentences

Use Apostrophes


Use apostrophes in possessive plurals

Use apostrophes with helping verb and “not”

Use apostrophes for subject and helping verb contractions

(221-230) Use apostrophes for plural

possessives in a compound sentence

Use Appropriate End Punctuation


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

Identify incorrect end punctuation Identify periods when given a

paragraph

Identify correct punctuation in a 16-20 word compound sentence

Use correct punctuation when sentence ends with an abbreviation

Identify correct punctuation in a 5-7 sentence paragraph

Use Commas Appropri-ately

Return to Curriculum

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 in a direct quotation Use commas around non-essential

phrases

(221-230) Use commas to separate adverbial

introductory clauses in a complex sentence


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Guide Use commas around interrupting

phrases contained within the sentence

Use Underlining in Titles


Underline movie titles Underline magazine titles

Underline play titles

SpellingAccuracy and High-Frequency Words


Format: Generally more difficult, commonly misspelled words

Application of Rules (prefixes-suffixes)


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

Recognize when to double final consonant before adding ending

Conventional Rules


Distinguish the correct spelling of a word from incorrect versions

Identify which word is or is not spelled correctly

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

“o”

Tricky, troublesome words Distinguish which homograph is

not correctly used


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Writing ProcessDrafting and Revising Skills


Use participial phrases in correct word order

Use of figurative speech in context

Select the best title for a piece of work

Use precise language Correct use of transitional

expressions Use vivid descriptors Use adverbial clauses in complex

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

using adjective phrases

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

simple to complex Use infinitive phrases to denote

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

compound and complex Use parts of a news story for

complete description of an event Write strong conclusions

(221-230) Use exaggeration to make

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

speech

Editing and Proofreading Processes


Use capitals in magazine, newspaper, essay and titles

Use commas in letter closure Punctuate introductory dependant

clauses Capitalize inside addresses Punctuate non-essential

parenthetical phrases with commas

Use commas in a series of participial phrases

Use strong topic sentences with strong verbs

Use capitals in a letter closure Use abbreviations in appropriate

places

(221-230) Use complex sentence order in

paragraph Use verb phrases Use exaggerated figures of speech

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

correctly

Pre-Writing Skills

Choose formal or informal language

Create comprehensive outlines Use compound sentence selection

(221-230) Select words based on main topic


ISAT “Sub-Goal”

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


Select purpose of paragraph Choose syntax that illustrates

point of view Outline expository mode

Outline verbiage for imaginative stories

Categorize using main topic as guideline

Outline a complex topic selection Choose appropriate words for a

selection Evaluate possible point of views

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

34Idaho State Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003Capitalization

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

New Vocabulary

Return 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.

35Idaho State Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003Composition and Structure

ISAT “Sub-Goal”

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

New Vocabulary

Return 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


Grammar and Usage

ISAT “Sub-Goal”

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

New Vocabulary

Return 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


Punctuation

ISAT “Sub-Goal”

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

New Vocabulary

Return 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


Writing Process

ISAT “Sub-Goal”

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

New Vocabulary

Return 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

39

Idaho State Expanded Curriculum Guide Language/Writing 8th Grade ©State of Idaho 2003

Sample Test Items

Basic Grammar and Usage RIT 201-210

Return Return Return Return Return


Return Return Return




Return Return

40



Return Return Return Return Return Return


Capitalization RIT 201-210

Return Return


Return Return


Return Return

Composing and Writing Process RIT 201-210

41



42






Composition Structure RIT 201-210

Return Return Return Return





43


Punctuation RIT 201-210






44


Resources

Return

language arts curriculum guide template—detailed curriculum guides files/la… · web viewmcrel...

Documents