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1Idaho State Curriculum Guide Language/Writing 9th Grade ©State of Idaho 2003

Go to Writing Process McRel AlignmentGo to Composition StructureGo to Basic Grammar and Usage State StandardsGo 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 Assessments

Sample Assessment and Sample Quizzes

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Sample TeachingStrategy

Sample Resources

Writing Composition and the Writing Process Return to Top

753.01.a753.01.b

Pre-Writing Skills

Ess—obj. 5—Organizational Strategies

Ess—obj. 10—Select a topic

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:Provide a number of different brainstorming/pre-writing graphic organizers in your classroom such as Venn diagrams, story trees, cause-effect graphs, etc. Assign a variety of different essays to individual students (ex. “favorite season, persuasive”; “compare/contrast two sports”). Have students select a graphic organizer and complete their brainstorming using it. Ask them to explain to you why they chose the organizer they did and if it worked for the type of paper they were writing.

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

Give each student an index card on which to do his/her pre-writing. Have the student color-code the card with green = big topic, yellow = main ideas/ facts, and red = details. (Step Up to Writing©, Maureen Auman)

After finishing, discuss with students how to turn each rough idea into a sentence or series of sentences.

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

Apply knowledge of grammar, usage, spelling, punctuation, and capitalization to all state standard required writing: informative, literary response, critical analysis, persuasion, and research. 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




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753.01.a

Drafting and Revising

Skills

Exp—obj. 40—Revise for topic development, etc.

Learning Continuum


For Learning:Using the attached Revision Checklist, compare students’ rough drafts to their final drafts to ensure that they understand the revision process. Assess papers using the attached simple rubric.


Show an example of a draft essay and a final essay. Discuss the revision process and show how the essay has been changed and improved.

Have students come up to the overhead projector and underline ideas/sentences/ etc. that have become clearer or more detailed.

753.01.a753.02.a

Use Editing and Proof-

reading Processes

Ess—obj. 20—Legibility/Final copy

Ess—obj. 25—Proofread for Conventions

Ess—obj. 30—Prepare essays using MLA format

Ess—obj. 35—Recognize editing marks

Learning Continuum


For Learning:Given a rough draft of a newspaper article with multiple errors (that have been taught to students) allow pairs or small groups to serve as copy editors and submit clean copies, edited to perfection, ready for publication.


Select a specific skill that you are planning to teach regarding correctness / conventions. Copy a passage from the internet and add errors related to the selected skills (ex., quotation marks in dialogue, subject verb agreement, etc.). Working alone first, have students use editing marks to correct the passage. Compare with a partner, and then work through the editing activity as a class, perhaps on the overhead projector.

Editing Symbols

Writing Composition and Structure Return to Top

753.03.b

Appropriate

Learning Continuum

Teacher

For Learning:Give pairs of students yellow highlighters. Students should take out the research/expository essay draft that they’ve been working on, and

Copy and paste interesting, multi-paragraph stories from the internet into a word document. Include 3-5 examples at varying reading levels. Delete paragraphing so that each document is just one BIG paragraph. Initially, group


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Format ObservableDWAECAISAT

together, highlight the topic sentences/main points of each other's essays. If these sentences are unclear or missing, students should fix these problems before turning in their final drafts.


students homogenously at their reading level, and have them discuss where the paragraphs should go. Then, group students so that each group has representative(s) from all reading levels. Have students “teach” their new group where their paragraphs should be placed.

753.05.b753.05.c

Variety of Formats—persuasive

writing

Learning Continuum


For Learning:On overhead sheets, show an example of various writing forms—letters, poems, persuasive writing, descriptive writing, narrative writing, expository writing, how-to (technical), recipes, schedules, myths, etc. Have students identify each format correctly on a sheet of paper. Discuss at conclusion of activity.

Of Learning:See Composition Forms for Sample Test Items

Create a list of scenarios: complaining about a faulty product, inviting someone to a party, deciding what to buy at the grocery store, convincing your father to let you go on a ski weekend with friends, etc. Give students lists of possible formats, including letters, journals, schedules, lists, etc. and have them match scenario to format.

753.01.c753.04.c

Appropriate Style and

Vocabulary

Learning Continuum


For Learning:Have students select a topic from a basket (golf, dogs, school lunch, my favorite teacher, sledding, etc.) When they have decided on a topic they like, ask them to write a paragraph about the topic that includes at least one of each type of sentence. You can grade this assessment by giving an equal number of points to each type (2.5 pts. each for a 10 point assignment) as well as having them self-assess for effective sentence

Introduce concept of sentence types: exclamatory, declarative, interrogative, imperative. Cut a variety of sentences from an essay or story into sentence strips. In pairs, have students identify different types by name as you read them. As students answer correctly, add up class points on the overhead or chalkboard. Do this activity each day for 3-5 days and see if entire class can beat their own class score each day.


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fluency using a 6 Traits rubric

Of Learning:

753.05.aVariety of Elements

Learning Continuum


For Learning:Before turning in a final copy of an essay, have students self-assess for effective elements of writing.

Make overhead transparencies of two essays—one poorly written and one very well written (Please do not use papers from students in the class—anonymous copies are more helpful.) Pass out a Six Traits rubric and have students assess for various elements of writing in both essays.

753.02.b753.03.a753.04.b753.04.c

Relevant support to

inform / explain—

Details

Learning Continuum


For Learning:Give students a sample essay with various sentences underlined. As an assessment, students should identify each underlined sentence as a thesis statement, topic sentence, supporting detail, or concluding sentence.

Students often either leave out details altogether, or they list them randomly without organizing them into focused paragraphs. To avoid this problem when writing paragraphs or essays with supporting details, color code writing. Have students highlight their thesis sentence in green. This is the big idea. Have them highlight their topic sentences or organizing sentences in yellow. Have them highlight details/fact/ examples in pink. Essays should follow this clear format. See example.

753.03 (information--technical)753.04 (literary response)753.05 (critically

Learning Continuum


For Learning:Have students write a short research paper on a topic of their choosing, but an organizational method of your choosing (compare/contrast, cause/ effect, problem/solution, etc.). Assess the paper using the Six Traits technical rubric.Of Learning:RIT 201-210

Select various composition forms (expository, research, persuasive, descriptive, poetry, narrative, etc.) On overhead transparencies, copy single paragraphs from these various forms. Go through multiple examples having students identify the “type” of composition form. After students have an understanding of each form, assign


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analyze / persuade)754.06 (research)754.06.c (technical)

Composition Forms

(State Standards

indicate that students

should write to present

information, for literary

response, to critically

analyze and persuade,

and to present

research)

RIT 211-220RIT 221-230

each small group a different type of composition form. The group should write a paragraph that clearly illustrates that form on overhead film. As groups share their paragraphs, their classmates should identify the type of composition form used.

753.02.b753.04.bVariety of

Components

Learning Continuum


For Learning:Give each student a copy of a story/essay without any paragraphing. (Differentiate for reading level). Have students individually mark where paragraphs should be added, and then write a brief narrative explanation of why they added paragraphs where they did.

Acquire copies of essays/ stories at a variety of reading levels (perhaps from the Internet). On the computer, delete all paragraphing so that each piece is one long paragraph. Using the appropriate editing symbol (¶), have students discuss where paragraphs should be added. For more challenge, give some students copies with multiple speakers and dialogue.


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

753.04.a

Compare, Contrast, and

Synthesize Ideas

DWATeacher Observable

For Learning:After reading two short stories with the same time period/geographical region/ general plot, etc. Assign each student an element / idea to focus on such as setting, characters, plot, community, etc. Have student complete a Venn diagram noting similarities and differences in the two stories. Then, students can use their Venn diagram to write a paragraph comparing and contrasting the elements/ideas.

Integrate this standard with the students’ literature instruction or learning from another subject area. For example, after reading Martin Luther King’s “I Have a Dream” speech, have students read about the mood of America during the Civil Rights era or the actions of Malcolm X or Rosa Parks. Have the students use this new information to provide insight about why he made the statements that he did. (Ex. “…the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.”

753.06.a753.06.b

Gather, Synthesize,

and Communicate

Research Findings

Research Project, Teacher Observable

For Learning:Present the projects that students completed in the “teaching strategy” of this standard. Assess students’ products using a rubric

Give each student a stack of 10 index cards or paper squares. Color-code the cards by having students draw a small circle/star in the top corner of each one. Make 1 green, 3 yellow, and 6 red. Give student pairs an assignment for a topic of study that ties into the current unit. For example, if your unit focuses on “Endangered Species,” provide multiple topics of different animals. Have students write their “big topic” on the green card. On the yellow cards, they should put in three general areas that they plan to research (this may be decided on by the class). Then, students must research facts and


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details and put those on the red cards—two per yellow card. When finished with the research, students can create a PowerPoint or write a short paper using the cards to help them organize their ideas.

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

753.02.b753.02.a

Variety of Sentences

Learning Continuum

Teacher ObservableDWAECA

For Learning:Copy 5-10 sample paragraphs. As an assessment, assign students to individually rewrite two of the paragraphs, but change the tense to past, present, or future. Make sure students have the opportunity to do at least two different types.


Put students in groups of three and give each group a scenario such as describing a boating trip. Have one student write a paragraph as if the trip had happened in the past, one write it in present, and one write about the boating trip happening in the future. Then, have groups exchange, identify the samples as past, present, or future, and write a short explanation of what makes sentences past, present, or future.

753.02.b

Sentence Structure / Type / Kind

Learning Continuum


For Learning:Provide a list of topics for students to choose from on concepts that they may have experience with. Have students choose two of the topics and write two paragraphs, each containing a simple, compound, and complex sentence. For advanced students, have them include a compound/complex sentence. Show example.


Teach students an easy pattern for structure of simple, compound, and complex sentences. See example.

Have them practice writing the various types on individual-sized marker boards.

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


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753.02.a

Subject-verb agreement

Ess—Obj. 65—Subject/Verb Agreement

Learning Continuum

Teacher ObservableISATECADWA

For Learning:Give three separate paragraphs for students to edit—one with simple subject verb agreement errors, one with subject-verb agreement errors after prepositional phrases, and one with subject-verb agreement errors after the words “each” or “every.”


http://www.dailygrammar.com/091to095.html

753.02.a

Noun Forms

Learning Continuum


For Learning:Give students a paragraph with multiple “noun form” errors—plurals, possessives, etc. Students should individually identify the errors using appropriate editing marks.


Display a paragraph on the overhead that includes noun form errors, and have students rewrite the paragraph correctly. Continue working on noun forms until all or most of the students master it.

753.02.a

Pronoun Forms

Exp—Obj. 70—Pronoun Forms

Learning Continuum


For Learning:Give students a paragraph or essay with pronouns used incorrectly. Have students make corrections using editing marks. Then, add this to the conventions you check when you assess papers.


Make copies of a handout that summarizes pronoun case rules. (One such handout can be found at http://owl.english.purdue.edu/handouts/grammar/g_proncase.html). Review one or two rules per day and have students write sentences that reflect these rules.

http://owl.english.purdue.edu/handouts/grammar/g_proncase.html

http://owl.english.purdue.edu/handouts/grammar/g_proncase.html




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753.02a

Verb Tenses

Learning Continuum


For Learning:


753.02.a

Irregular Verb Forms

Ess—Obj. 80—Irregular Verbs

Learning Continuum


For Learning:Pass each pair of students five pieces of labeled paper attached. Have students select one of these choices for each item on the assessment and write it on the page. Then, give one form of a word such as ridden. Whichever form they have selected, they should write a sentence on their paper using the correct form of the word. (ex. We rode motorcycles across the desert—simple past). Go to http://www.chompchomp.com/tense1/tense1.htm for complete resource.


Give students a complete list of irregular verb forms. Split the list into 5 separate sections and review one section each day for a school week. At the beginning of each class, allow students to work in pairs to complete a short quiz over words previously taught. This is an excellent topic to return to periodically during the year when you have extra time at the end of a class period to practice a skill.

753.02.a

Adjective Forms

Ess—Obj. 75—Adjectives/Adverbs

Learning Continuum


For Learning:Have students select an object or place from the classroom or school. Then, they should describe it, making sure to use all three forms of adjectives—positive, comparative, and superlative. (red, redder, reddest). Have them underline their adjectives and label them as P, C, or

Review the comparative and superlative forms of adjectives. Note how comparative words end in -er and superlative words end in -est, unless they are changed by more or most.

Also, go toAdjectives Lesson Review at

http://www.chompchomp.com/tense1/tense1.htm

http://www.chompchomp.com/tense1/tense1.htm


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S).


http://www.teachers.net/lessons/posts/1410.html

753.02.a

Adverb Forms

Ess—Obj. 75—Adjectives/Adverbs

Learning Continuum


For Learning:Give individual students the attached assessment. They should be able to generalize rules surrounding adverb forms and give original examples that demonstrate the differences. See example.

Of Learning:RIT 201-210RIT 211-220

Using direct instruction, teach students that adverbs tell where, when, how, or in what manner, and describe verbs, adjectives, and other adverbs. Once students have a beginning understanding, put pictures on overhead transparencies. Have them describe the action in the pictures with adverbs. Once they have a list of –ly verbs, have them begin to add adverbs like “really,” “very,” and “quite,” to describe the adverbs and adjectives that have been brainstormed.

753.02.a

Negative Forms

Learning Continuum


For Learning:Provide a dialogue to students where the speakers use negative forms incorrectly. Students should revise the dialogue, correcting the negatives errors.


From the Internet, copy a paragraph that students will find interesting. Then, edit it to include negative forms used incorrectly. Students should correct the paragraph by editing sentences for double negatives, etc..

753.02.a

Phrases

Learning Continuum

Teacher ObservableDWA

For Learning:Tell students to imagine that they have just been given a hundred dollar bill, and they can only keep it if they hide it well enough in the school. In writing, they should create a

Pass out an alphabetized list of prepositions. After students have a beginning understanding of prepositions, model how to find prepositional phrases in sentences. Have student pairs locate and draw

Preposition Enrichment:I--Beginning

2--Intermediate




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ECAISAT

description of where they would hide the money. Their description should include at least ten prepositional phrases, and students should draw a yellow box around each phrase. Finally, they should make sure that they’re writing complete sentences and not just phrases/fragments.


a yellow box around all prepositional phrases in a list of sentences. Then, have students think about the role each prepositional phrase plays by identifying what word(s) the prepositional phrase modifies.

3--Advanced

753.02.a

Clauses

Learning Continuum


For Learning:In groups of 5, students will write five clauses on separate sentence strips that all relate to a specific topic like “school dances.” Each group should focus on a different topic. Then, they will pass their clauses to a different group. Each group will then highlight the subject pink and the verb green. Finally, they will see how many ways they can combine the clauses to make a variety of complex and compound/complex sentences.


Have students select a sentence strip with a clause on it. With a partner, they should add another clause to the sentence and indicate whether each clause is dependent or independent.

753.02.a

Noun / Pronoun

Antecedent

Ess—Obj. 65—Pronoun/ Antecedent Agreement

Learning Continuum

Teacher ObservableDWAECA

For Learning:Give students a paragraph with unclear noun/pronoun agreement errors. Have students rewrite and rearrange sentences in order to make pronoun-antecedent agreement clear to the reader.

Have students generate and memorize the personal pronoun chart. (add) Make an overhead transparency of sentences that contain nouns but have only a blank where the pronoun that replaces the noun should be (Jerry


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ISATOf Learning:RIT 201-210

walked ____ dog back home). Have students identify all personal pronouns that could fit in the blank and identify where the word fits on the personal pronoun chart. Then, have pairs of students create their own “worksheets” on overheads and lead the class in identifying the correct pronouns to match the antecedent.

753.02.a

Subject and Predicate

Ess—Obj. 50—Subjects, Predicates, etc.

Learning Continuum


For Learning:Giving students a list of sentences. have them replace the complete subjects with pronouns and underline the complete predicate.

The complete subject of a sentence usually can be replaced with a personal pronoun, He, She, It, or They, leaving the predicate in full view (ex. 1) The girl in the red velvet dress played on the swings—SHE played on the swings. 2) A chilling rain fell all through the night—IT fell all through the night.) Have students use this strategy as they begin to learn the concept.

753.02.a

Run-ons and Fragments

Ess—Obj. 85—Run-ons and Fragments

Learning Continuum


For Learning:Select articles at varying reading levels from LiLI, BigChalk, Ebsco, or another online media library. Edit the articles so they contain sentence errors: run-ons, fragments, and comma splices. Students should correct the errors as if they are copy editors preparing an article to go to print.

After defining run-ons, fragments, and comma splices, make multiple lists of them and copy to transparencies. Give one to each group. Have students take turns identifying the type of error a sentence represents and then correcting the sentence. The work should clearly have the handwriting of each student in the group. Then, have each group stand at the overhead and teach the rest of the students what they learned.

Conventions: Capitalization Return to Top

753.02.a Ess—Obj. 60— Learning Continuum

For Learning:The attached rubric describes a group project menu that students will

There are many excellent sources online for handouts on capitalization rules such as


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Fundamen-tal Rules: Beginning Capital-ization

CapitalizationTeacher ObservableDWAISATECA

turn in when they have completed all capitalization skills. See other sections of this guide for additional types of capitalization students should master.


writersweb.com and the Purdue OWL. During your capitalization unit, introduce a few rules each day and have students include those in a “menu project.” In small groups, assign each member to a section of the menu: beverages, appetizers, entrees, and desserts. Students should make sure and demonstrate their knowledge of “beginning capitalization rules” in their section of the menu.

753.02a

Capitalization: Adjectives &

Titles

Ess—Obj. 60—Capitalization(Duplicate)

Learning Continuum


For Learning:The attached rubric describes a group project menu that students will turn in when they have completed all capitalization skills. See other sections of this guide for additional types of capitalization students should master.

Of Learning:See Test Items in Next Row

During your capitalization unit, introduce a few rules each day and have students include those in a “menu project.” In small groups, assign each member to a section of the menu: beverages, appetizers, entrees, and desserts. Students should make sure and demonstrate their knowledge of when to capitalize adjectives, titles, and sentence beginnings.

753.02a

Capitalization: Proper Nouns


Learning Continuum

Teacher ObservableDWAISATECA



During your capitalization unit, introduce a few rules each day and have students include those in a “menu project.” In small groups, assign each member to a section of the menu: beverages, appetizers, entrees, and desserts. Students should make sure and demonstrate their knowledge proper noun capitalization.


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753.02a

Capitalization: Fundamental

Rules


Learning Continuum



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

During your capitalization unit, introduce a few rules each day and have students include those in a “menu project.” In small groups, assign each member to a section of the menu: beverages, appetizers, entrees, and desserts. Students should make sure and demonstrate that they are aware of words that should not be capitalized.

Conventions: Punctuation Return to Top

753.02.a

Use Appro-priate End

Punctuation

Ess—Obj. 55—Punctuation

Learning Continuum


For Learning: House for sale flyer (punctuation unit)—see attached rubric.


Review a few punctuation rules each day for no more than 10-15 minutes (end marks, apostrophes, colons, semicolons, underlining, quotation marks, commas). In the punctuation unit, students will create a flyer for a house for sale including pictures of at least two rooms and the exterior. They should three descriptive paragraphs for each of the following: exterior of the house, interior of the house, and yard/landscaping. The final product should fit neatly on a page and student should use end punctuation correctly. (See Assessment for Learning)

753.02.a

Use Commas Appro-

Ess—Obj. 55—Punctuation (Duplicate)

Learning Continuum

Teacher Observable

For Learning:House for sale flyer (punctuation unit)—see attached rubric.


In the punctuation unit, students will create a flyer for a house for sale including pictures of at least two rooms and the exterior. They should three descriptive paragraphs for each of the following: exterior of the house,

Family Links:


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priately DWAISATECA

RIT 221-230 interior of the house, and yard/landscaping. The final product should fit neatly on a page and student must show correct use of commas. (See Assessment for Learning)

753.02a

Use Apos-trophes


Learning Continuum




In the punctuation unit, students will create a flyer for a house for sale including pictures of at least two rooms and the exterior. They should three descriptive paragraphs for each of the following: exterior of the house, interior of the house, and yard/landscaping. The final product should fit neatly on a page and student must use apostrophes correctly in possessives and contractions. (See Assessment for Learning)

753.02a

Appropriate Marks in Dialogue


Learning Continuum

Teacher ObservableDWA, ISATECA


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

In the punctuation unit, students will create a flyer for a house for sale including (on the back) a sample conversation between a buyer and the seller. Student should show mastery of punctuation used in dialogue, including quotation marks, commas, and end marks. (See Assessment for Learning)

Family Links:

753.02.a

Use underlining

for titles


Learning Continuum

Teacher ObservableDWA

For Learning:After teaching the concept of quotes vs. underlining in titles, have groups of students search for titles that would be either underlined or in quotation marks. They should write the titles

Bring in examples of media titles that should be in quotes (poems, chapter titles, magazine and newspaper articles, etc), and those that should be underlined (movies, books, magazines, newspapers,


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ECAISAT

correctly on the attached list.


etc.) Have students groups write simple rhyming poems that they can learn (as a mnemonic device) to help them remember which is which.

753.02a753.02.b

Comma Usage:

Dependent and

Independent Clauses


Learning Continuum



Of Learning:See Test Items Under Commas

In the punctuation unit, students will create a flyer for a house for sale including pictures of at least two rooms and the exterior. They should three descriptive paragraphs containing at a minimum two compound sentences and two complex sentences, correctly punctuated. (See Assessment for Learning)

753.02a

Comma Usage:

Prepositional, Participle and

Appositive Phrases


Learning Continuum



Of Learning:See Test Items Under Commas

In the punctuation unit, students will create a flyer for a house for sale including pictures of at least two rooms and the exterior. They should three descriptive paragraphs containing at a minimum one appositive and one prepositional phrase, correctly punctuated. (See Assessment for Learning)

Conventions: Spelling Return to Top

753.02.a

High Frequency

Spelling Words

Learning Continuum


For Learning:For spelling words each week, provide students with a quiz with three-four possible spellings. They should cross out all misspellings and circle the correct spelling for each weekly word, and then write a short paragraph on an assigned topic where they use some of their spelling words in writing a passage. Sample

Since students are often asked on standardized test to identify a word spelled incorrectly from a list, the following game is not only fun, but also great practice. Each week, list all spelling words on the chalkboard. As a five-minute practice each day, have students put their heads down on their desks. Misspell one word. Have


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each student time his or herself as he/she identifies which word is now misspelled. Correct spelling and continue with other words on the list.

753.02a

Spelling: Conventional

Rules

Learning Continuum


For Learning:When students edit their own essays, have them go through the “Spelling Rules of Value” handout and circle any words they suspect might be misspelled.

Of Learning:See Test Items Under High Frequency Words

Give all students a copy of the “Spelling Rules of Value” from the resources column. As you introduce rules, there are many different activities you can do with students from http://www.education-world.com/a_lesson/02/lp282-01.shtml Focus on rules for -ance/-ence, ei/ie, -ary/-ery,plural form of words ending in “o,” and homonyms.

Spelling Rules of Value

753.02a

Spelling: Application of

Rules (prefixes / suffixes)

Learning Continuum


For Learning:For each week’s spelling test, require students to change as many of the week’s words into new words with suffixes or prefixes as they can. This could be a bonus assessment or a required challenge for grade level and above spellers.

Of Learning:See Test Items Under High Frequency Words

When introducing spelling words for the week, have students identify any words that can have affixes attached to them, and have students list all the different words that they can think of, spelled correctly. (ex., “contrast” = contrasted, contrasting OR “express” = expressive, expressing, expressed, etc.)

http://www.education-world.com/a_lesson/02/lp282-01.shtml

http://www.education-world.com/a_lesson/02/lp282-01.shtml

18Idaho State Curriculum Guide Language/Writing 9th Grade ©State of Idaho

2003

Idaho State Standards –Writing/Language: 9th-12th 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.

751. LANGUAGE ARTS/COMMUNICATIONS STANDARDS – GRADES 9 THROUGH 12 The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of application. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

753. WRITING.Standard - The student will: Content Knowledge and Skills: Samples of Applications:

01. Understand and use the writing process.

Return to Pre-Writing Skills

Return to Drafting / Revising Skills

Return to Editing / Proofreading

a. Demonstrate 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.

Return to Pre-Writing Skillsb. Write in order to generate, record, and reflect

upon ideas.i. Create learning logs, personal learning

records, laboratory reports, notes, and journals.

Return to Appropriate Style and Vocabulary

c. Evaluate and choose appropriate style and vocabulary for particular audience.

i. Write editorial, persuasive essays, workplace documents, and/or business letters.

02.Write and edit for correctness and clarity.

Return to Basic Grammar and Usage Section

Return to Capitalization Section

Return to Punctuation Section

Return to Spelling Section

a. Apply rules and conventions of the following:- Grammar;- Punctuation;- Capitalization;

- Spelling.

Return to Editing / Proofreading

i. Use the Direct Writing Assessment Scoring Standard, checklist, and/or handbook to guide proofreading.

ii. Participate in peer editing process including such skills as the following: Adverb clauses and phrases. Using progressive verb forms. Capitalizing historical periods and events

using colons before extended quotations.

Return to Details

Return to Variety of Components

b. Formulate purpose, thesis, relevant support, and focused paragraphs:- Use topic sentences, appropriate word

choices and sentence structure, parallelism, transitions,

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.


2003

Return to Variety of Sentences

Return to Sentence Structure / Type / Kind

paragraphing, indentation, organization, and documentation of sources;

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

v. Write a laboratory or scientific report.

03.Write to inform and explain.

Return to Details

Return to Composition Forms

a. Incorporate facts, data, and processes from technical and non-technical materials into writing.

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

Return to Use Appropriate Format

b. Choose appropriate format to inform and explain.

i. Produce memos, letters, resumes, applications, manuals, instructions, outlines, collaborative reports, pamphlets, graphs, charts, and news articles.

04.Write for literary response and expression.


a. Compare, contrast, and synthesize ideas and techniques from a variety of literatures and Fine Arts that represent many cultures and perspectives.

Return to Compare/Contrast/Synthesize Ideas

i. Write interpretations of critiques; compare and contrast literary works.

Return to Details

Return to Variety of Components

b. Formulate a thesis and supporting evidence as appropriate.

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

Return to Details

Return to Appropriate Style / Vocabulary

c. Write and publish original creative works using figurative and descriptive language.

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

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

05.Write to critically analyze and evaluate.


Return to Variety of Elements

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

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

Return to Variety of Formatsb. Formulate thesis and select appropriate

supporting evidence to persuade or inform a specific audience.

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

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

Return to Variety of Formatsc. Present an effective argument using the

principles of persuasion (appeals to authority, logic, or emotion).

i. Defend a personal opinion.ii. Explain a consumer choice.iii. Express a political perspective.iv. Present a solution to a workplace related

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


Return to Gather, Synthesize,

a. Use and document a variety of technological and informational resources:- Avoid plagiarism through proper

paraphrasing, quoting, and citation;- Consider motives, credibility, and

perspectives of authors when selecting source materials;

- Formulate thesis or focus and relevant support.

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


2003

Research

Return to Gather, Synthesize, Research

b. Present research findings. i. Write a research paper.

Return to Composition Formsc. Generate clear, concise, and informative

technical documents.i. Create reports, memos, brochures, charts,

graphics, resumes, proposals, and/or advertising.

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.


2003

PROFICIENT: Meets Standards Back to Top

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

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

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

BASIC: Below Standards Back to Top

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

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

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

BELOW BASIC: Critically Below Standards Back to Top

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

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

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


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

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

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

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

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


ISAT “Sub-Goal”

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

Differentiate between similar common and proper nouns

Radio and TV station initials All titles: which words should

and should not be capitalized Compass directions: when

they are correctly and incorrectly capitalized

capitalizing multiple sentences in a paragraph

All titles: what to capitalize and what not to capitalize

Generalize capitalization rules

sentence (Mother, my mother) Generalization of

capitalization rules – classifying types of nouns that should be capitalized

When to capitalize family relationships

Fundamental Rules-Beginning Capitali-zation


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

Capitalize the first word in the sentence

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

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

Proper Nouns


Full names, including titles and initials

Particular places, points of interest, buildings, monuments

Teams, organization, government bodies

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

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


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230 Identify proper nouns

Writing Composition and Structure Appropriate Format


Combine sentences into paragraph structure

Look for patterns of organization in a paragraph

Order sentences into a concise paragraph

Give directions in a systematic order

Use correct business letter structure

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

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

Use standard forms of indentation Review several paragraphs and

choose the best organization Determine the pattern of

organization in a lengthy passage

Appropriate Style and 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


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230within a lengthy paragraph

(231-240) Find the four sentence types

within a given paragraphDetails


Select clear details for paragraph

Variety of Components


Edit sentences into multi-paragraphs

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

(221-230) Identify topic sentence when it is

not the first sentence of the paragraph

(231-240) Edit sentences to create complete

paragraphs

Variety of Elements


(221-230) Determine mode by reading a

lengthy passage

Variety of Formats


(221-230) Write in the persuasive mode

Grammar and Usage


ISAT “Sub-Goal”

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


Use comparatives “less, least” correctly

Understand the meaning of comparative adjectives

Identify adjectives used in a sentence

Recognize correctly and incorrectly used comparative forms

Recognize that adjectives are words that describe things

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

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

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

Understand that comparative –er means to compare two things

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

(221-230) Recognize correctly and

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

Adverb Form


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

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

comparative adverbs

Format: Longer sentences, more difficult vocabulary

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

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

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

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”


ISAT “Sub-Goal”

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

Recognize the correct use of a plural noun in a sentence

Distinguish possessive nouns from contractions

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

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

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

Distinguish irregular plurals from words that are not plural

(231-240) Recognize the correct plural spelling

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

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

Noun-Pronoun Antecedent


Identify the noun replaced by a pronoun

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

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

(231-240) Recognize clear or unclear

pronouns-antecedents

Phrases


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

“which”

Recognize what part of the sentence a prepositional phrase modifies

Recognize a prepositional phrase used as an adjective

Recognize the meaning of a verb phrase

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

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

(231-240)


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230 Recognize and identify a

prepositional phrase containing ‘within’

Recognize adverb and adjective phrases

Pronoun Forms


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

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

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

Use reflexive pronouns correctly: themselves

Identify which word in a sentence is the pronoun

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

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

Use nominative case pronouns correctly

Use nominative pronouns correctly in compound subjects

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

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

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


incorrect use of nominative and objective case pronouns in complex sentences

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

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

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

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

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

Run-on Sentences & Fragments

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

Identify sentence fragments


ISAT “Sub-Goal”

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


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

Sentence Structure/ Type/Kind


Identify compound sentences Identify sentence patterns (some

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

Change the word order and keep the same meaning

Add a phrase to form a complete sentence

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

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

Identify a sentence as simple or compound

Complete sentences correctly with words or phrases

Recognize sentences with clear meaning and correct form

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

Recognize complete complex sentences

(221-230) Identify sentence patterns

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

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

(231-240) Identify a complex sentence

Subject & Predicate


Name the two main parts of a sentence

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

sentence Identify the part needed to

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

Verbalize that a predicate contains a verb


ISAT “Sub-Goal”

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

Subject/Verb Agreement


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

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

main verbo Identify a singular subject by

recognizing form of the verb in the predicate

(221-230) Recognize the correct use of

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

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

o “There” – linking verb – plural noun

o Indefinite pronoun – linking verb

Variety of Sentences


Sentences have more complex syntax and phrasing, more difficult vocabulary

Identify sentences that tell past, present, or future

Understand that sentences tell past, present, or future

Identify which sentence tells past


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

Use commas between two main clauses in a complex sentence

Use commas between two main clauses in a compound complex


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Independent Clauses/ Comma Usage


sentence

Prepositional, Participle and Appositive Phrases-Comma Usage


Use commas after participial phrases in a lengthy paragraph

(231-240) Use commas around dependant

clauses in compound, complex sentences

Use Apostrophes


Use apostrophes in possessive plurals

Use apostrophes with helping verb and “not”

Use apostrophes for subject and helping verb contractions

(221-230) Use apostrophes for plural

possessives in a compound sentence

Use Appropriate End Punctuation


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

Identify incorrect end punctuation Identify periods when given a

paragraph

Identify correct punctuation in a 16-20 word compound sentence

Use correct punctuation when sentence ends with an abbreviation

Identify correct punctuation in a 5-7 sentence paragraph


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Use Commas Appropri-ately


Use commas after a direct address in an imperative sentence

Use commas after participial phrases in a lengthy paragraph

Use commas in non-essential parenthetical phrases

Use commas around interrupting phrases contained within the sentence

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

phrases

(221-230) Use commas to separate adverbial

introductory clauses in a complex sentence

Use Underlining in Titles


Underline movie titles Underline magazine titles

Underline play titles

SpellingAccuracy and High-Frequency Words


Format: Generally more difficult, commonly misspelled words

Application of Rules (prefixes-suffixes)

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

Recognize when to double final consonant before adding ending


ISAT “Sub-Goal”

RIT 201-210 RIT 211-220 RIT 221-230Return to Curriculum GuideConventional Rules


Distinguish the correct spelling of a word from incorrect versions

Identify which word is or is not spelled correctly

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

“o”

Tricky, troublesome words Distinguish which homograph is

not correctly used

Writing ProcessDrafting and Revising Skills


Use participial phrases in correct word order

Use of figurative speech in context

Select the best title for a piece of work

Use precise language Correct use of transitional

expressions Use vivid descriptors Use adverbial clauses in complex

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

using adjective phrases

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

simple to complex Use infinitive phrases to denote

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

compound and complex Use parts of a news story for

complete description of an event Write strong conclusions

(221-230) Use exaggeration to make

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

speech

Editing and Proofreading Processes

Return to

Use capitals in magazine, newspaper, essay and titles

Use commas in letter closure Punctuate introductory dependant

clauses

Use commas in a series of participial phrases

Use strong topic sentences with strong verbs

Use capitals in a letter closure

(221-230) Use complex sentence order in

paragraph Use verb phrases Use exaggerated figures of speech


ISAT “Sub-Goal”

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

Capitalize inside addresses Punctuate non-essential

parenthetical phrases with commas

Use abbreviations in appropriate places

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

correctly

Pre-Writing Skills


Choose formal or informal language

Select purpose of paragraph Choose syntax that illustrates

point of view Outline expository mode

Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative

stories Categorize using main topic as

guideline

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

selection Evaluate possible point of views

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


Capitalization

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.


Composition 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


2003

Sample Test Items

Basic Grammar and Usage RIT 201-210

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Capitalization RIT 201-210

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Composing and Writing Process RIT 201-210



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Composition Structure RIT 201-210

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Punctuation RIT 201-210







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Resources


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