Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewReturn to Curriculum Guide Capitalize the first word in the sentence Capitalize the first

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Idaho State Expanded Curriculum Guide Language/Writing 4th Grade ©State of Idaho 2003

Go to Writing Process McRel Alignment Go to Composition StructureGo to Basic Grammar and Usage State StandardsGo to Conventions: CapitalizationGo to Conventions: Punctuation Sample Test Items Go to Conventions: Spelling

Cut ScoresNew VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

performance Objectives

Sample Assessment and Sample Quizzes

Sample Sequence

Minimum Hours

Allotted

Sample TeachingStrategy

Sample Resources

Writing Composition and the Writing Process Return to Top

708.01.a

Pre-Writing Skills

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:In a narrative paragraph, tell the story of a memorable even or an important experience. Use a graphic organizer to answer the 5 W’s (who?, what?, when?, where?, and why?) about the event or experience. After getting your ideas in the graph, organize your ideas in chronological order.

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

Working as a whole group, brainstorm a memorable event that the class as experienced. On the board, begin to create a graphic organizer of the details of the experience. Use the frame of the 5 W’s to help gather details. Then as a group arrange the details in the order they happened.

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

Step Up to Writinghttp://www.stepuptowriting.com

708.01.aLearning Continuum

Teacher

For Learning:Write a first draft of a narrative paragraph about a memorable experience or event. Begin your

After doing the prewriting work, have students write a first draft, using the planning and notes from the brainstorming as a general

Write Source 2000 (1999)

Step Up to

http://www.stepuptowriting.com/



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



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Drafting and

Revising Skills

ObservableDWAECAISAT

paragraph with a topic sentence. After setting aside the work for a while, revise your drafts paying special attention to ideas, organization, and voice.


guide. The idea is to get the ideas on paper, and not worry about getting everything exactly right.

After taking a break from the first draft, have students go back and read it over and make revision comments in the margins using Post-it notes. Then rewrite the first draft.

Writinghttp://www.stepuptowriting.com

708.01.a

Use Editing and

Proof-reading

Processes

Learning Continuum


For Learning:Edit and proofread the revised draft of a narrative paragraph by reviewing line-by-line to improve the smoothness, readability, and accuracy the work. Pay special attention to transitions between sentences, troublesome and overused words, and inaccuracies in grammar, spelling, and punctuation.Editing and Proofreading Checklist - 4th grade.doc


After taking a break from the revised first draft, have students exchange their drafts with another student to give written feedback on the a specific trait, e.g., ideas, organization, voice, word choice, smooth transitions, and/or correct, accurate copy.

Once the student has the paper reviewed by a peer, have them use a rubric like the editing and proofreading checklist to edit the paper for accuracy.


Step Up to Writinghttp://www.stepuptowriting.com

708.02.aLegibility DWA, Teacher

Observable

For Learning:In samples of student writing, check for legibility of written work.

During spelling practice, have students use lined paper to practice penmanship.

708.01.aDWA, Teacher

For Learning:Publish a narrative paragraph by word processing the edited and

With a revised and edited paper in hand, have students type their papers for final publication and








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Publishing Observable proofread copy. Sample NARRATIVE PARAGRAPH - 4th grade.doc

then share in small groups.

Writing Composition and Structure Return to Top

708.01.bAppropriate

Format

Learning Continuum


For Learning:Write a friendly letter that describes some things that are going on in your life. Make sure to include the heading, the salutation, the body, the closing, and the signature. Use the writing process of prewriting, writing, revising, editing, and publishing. Then, address the envelope neatly, add the correct postage, and mail the letter.


Have students select four different types of shoes being worn in the classroom and bring one of each up to the front for display in the front of the classroom. Working in groups of four, compare and contrast the similarities and differences of the shoes. Then have students write a business letter to a shoe company regarding shoe design. Students can also write a friendly letter to their parents trying to explain the shoe or persuade them into buying the shoes.


Family Links:

708.01.c

Appropriate Style and

Vocabulary

Learning Continuum

Teacher ObservableISATECADWA

For Learning:Write a news story with appropriate style and vocabulary. First, find a subject from your school or community. Then gather and record facts in a chart by making visits, asking questions, do an interview, and carry out background research to answer the 5 W’s (who?, what?, when?, where?, and why?). Finally, write the news story using the writing process.

Given the prompt “You can’t do that!” have students work in small groups to brainstorm a topic that would fit the prompt. Then working individually write a story using the notes, using appropriate style of vocabulary to fit imperative prompt.


708.02.bLearning Continuum

For Learning:Use a variety of writing samples such as poems, short stories, thank you

Using a student sample of a final draft (with permission!) cut the story into single sentences. Then


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708.03.bVariety of Elements/Compo-

nents


notes, and journals (see state standards) Have students focus on their audience and use appropriate voice and structure. Sample POEM- 4th Grade.doc

Of Learning:RIT 191-200 (Develop Paragraphs)RIT 201-210 (Develop Paragraphs)RIT 211-220 (Develop Paragraphs)

have the students work in small groups to organize the sentences from topic sentence to concluding sentence. Then go back and revise the paper with regard to word choice, emphasizing incorporating figurative and descriptive language.

708.02.b708.03.a708.03.b

Details

Learning Continuum


For Learning:Write an observation report about a location that has interesting sights, sounds, and actions, e.g., a cafeteria table during lunchtime. Use a five senses (sights, sounds, smells, tastes, textures) organizer to gather details. Share all of the details in the order that you listed them. Organize your observations around a main idea and incorporate figurative and descriptive language.

Using a Venn diagram, have students come up with at least 10 similarities and differences between cats and dogs. Then write a compare and contrast paragraph about the differences between cats and dogs. Have students organize their ideas around a main idea and incorporate figurative and descriptive language using specific details obtained from the Venn.


708.02.b708.03.a708.03.bCompo-

sition Forms

Learning Continuum


For Learning:Write a personal narrative that includes people, setting, and action in a multiple paragraph format and incorporate figurative and descriptive language. Use the writing process to create an interesting beginning that introduces the people and describes the setting, descriptive middle that describes the action, and satisfying ending that either shows what you

Many people believe that being a good friend is an important quality. Have students think about what it means to be a friend. Then have student write a multi-paragraph story about a friendship or a personal narrative about a friend they have. Use the writing process and encourage incorporation of figurative and descriptive language.


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learned from the experience or shares how you felt after it was over.


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

708.02.aVariety of Sentences

Learning Continuum

Teacher ObservableDWAECA

For Learning:In a piece of personal writing, have students highlight types of sentences used.


Using pink, green, yellow, and blue highlighters, have students analyze each sentence in a simple essay. Highlight the following types of sentences: declarative, interrogative, imperative, and exclamatory.


Family Links:

708.02.aSentence

Structure / Type / Kind

Complex Sentences

Learning Continuum


For Learning:Have students choose a piece of their own writing and identify each sentence as complete or incomplete and underline the subject and circle the verb in each sentence.

Given a paragraph of simple sentences, have students rewrite the paragraph with at least five of the sentences combined into complex sentences.


Give students examples of incomplete and complete sentences, and have them organize them into a T chart as to incomplete or complete. Then have them correct the incomplete sentences. Finally, have them generalize a rule in their own words of how to recognize a complete vs. incomplete sentence.

Prepare a container of 10 complex sentences with independent/dependent clauses cut apart. Working in small groups, have students select clauses from the container, determine if they are independent or dependent, and


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

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then write two of the complete complex sentence on the board to share with the other groups.

708.02.aSubject-

verb agreement

Learning Continuum


For Learning:Have students choose a piece of their own writing with each sentence on one line, identify the noun and the verb in each sentence and label as correct or incorrect for subject-verb agreement.


Given several sets of nouns and verbs have students write sentences that have subject/verb agreement.


Family Links:

708.02.aNoun Forms

Learning Continuum


For Learning:Using a story the students are familiar with (classroom novels/fairy tales/short stories) have students list nouns from the story. Ask them to identify each noun as common or proper in one column and the correct plural of each noun in a second column. Then have them write two sentences that use common nouns and two sentences that that use proper nouns.


Give students several parts of speech cut apart on individual pieces of paper. Then have them work in groups to identify the nouns. After they have correctly picked out all the nouns, have them make a T chart with the nouns in one column and the plurals of the nouns in the second column.


708.02.aPronoun

Learning Continuum

Teacher

For Learning:In a compare and contrast paragraph, have students tell the differences and similarities between their choice of

Given a simple paragraph with selected nouns underlined have students replace each underlined word or group of words with a


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Forms ObservableISATECADWA

music and their parents. Grade the paragraph on the correct use of pronoun forms.


pronoun. Paragraph should include examples of their, theirs, his, hers, its, she/her, “I”, themselves, and whom.

708.02.aVerb

Tenses

Learning Continuum


For Learning:Write a journal entry about a memorable experience or event. Students should write their entry in the past tense, using at least four singular subjects. Then have them highlight the verbs in the paragraph.


Have students work in pairs to write 10 sentences in past tense. Then exchange papers with another pair and rewrite the sentences in the present tense.


708.02.aIrregular

Verb Forms

Learning Continuum


For Learning:Have students look for irregular verbs in a piece of their own writing or give them a sample from a text. Ask them to list the ones they find, identify the tense, and check the spelling.


Write irregular verb forms on slips of paper and put them in a container. Students choose a word and use it in a sentence.


708.02.aAdjective

Forms

Learning Continuum

Teacher Observable

For Learning:Write a descriptive paragraph about their family in which they use at least four comparative or superlative forms of adjectives. Then have them

Working in pairs have students think of a product they use and write an advertisement for it using comparative forms of adjectives.


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ISATECADWA

highlight the adjectives in the paragraph.


708.02.aAdverb Forms

Learning Continuum


For Learning:Concentrating on adverbs of time or that tell “when” have students write five sentences using “when” adverbs: often, finally, soon, yesterday, now, tomorrow, often, never.


Have students work in pairs to list five action verbs. Then have them brainstorm adverbs that could tell where, when, or how about the verbs they wrote. Ask students to pick their favorite adverbs of the ones they brainstormed and use them in sentences with the five verbs. Discuss how the adverbs help show the action.


708.02.aNegative Forms

Learning Continuum


For Learning:Using a piece of writing, have students correct negatives, e.g., isn’t any; has no; doesn’t have; haven’t any.


Given several complex sentences with incorrect and/or correct negative forms and a red pen have student underline the negative forms and correct them as necessary.


708.02.aPhrases

Learning Continuum


For Learning:In a piece of personal writing have students underline with a red pen the phrases. If they do not have phrases, have them add at least two.

Of Learning:

Given several complex sentences and a red pen have student underline the phrases.


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

708.02.aClauses

Learning Continuum


For Learning:In a piece of personal writing have students underline with a red pen the dependent clauses in complex sentences. If they do have complex sentences, have the students add at least two.

Of Learning:RIT 201-210RIT 211-220

Given several complex sentences and a red pen have student underline the dependent clauses.


708.02.aNoun /

Pronoun Usage

Agreement

Learning Continuum


For Learning:Display several (8-10) sentences on an overhead transparency. Ask students to proofread them for errors in pronoun agreement. Have them rewrite each sentence, using pronouns correctly.

Of Learning:

Working in pairs, write the 26 (30 when “you” is used in several categories) pronouns on word cards. The have them organize the cards first by singular/plural and then by first, second, and third person. Then create a chart with all characteristics.


Family Links:

708.02.aNoun /

Pronoun Antecedent

Learning Continuum


For Learning:In a paragraph of personal writing have students underline the pronouns and draw an arrow from each pronoun to its antecedent.

Of Learning:RIT 201-210

Given a simple paragraph have students find examples of several pronouns. Tell them to underline the pronouns and draw an arrow from each pronoun to its antecedent.



For Learning:Using one story from a Weekly

Split the class into two groups. Have one group write only a


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Subject and

Predicate


Reader or other non-fiction piece have students circle the subject and underline the predicate in each sentence. Then on a separate piece of paper rewrite the simple subject predicate sentence.

complete subject on its card/paper. The other group writes only a complete predicate only on its card/paper. Then, send them to find a partner of the opposite group. Go around the room and read the complete sentence of each pair. The sentences may sound goofy, but it will be a complete sentence.

Ref: http://teachers.net/lessons/posts/864.html

http://teachers.net/lessons/posts/864.html

http://teachers.net/lessons/posts/864.html

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708.02.aRun-ons

and Fragments

Learning Continuum


For Learning:With a yellow highlighter and a simple paragraph with five run-on sentences or with five fragments, have students identify the run-on sentences or fragments. Then have them rewrite the paragraph correctly.

Have students make up run-on sentences, fragmented sentences and complete sentences to write on index cards. Then using the game board and spinner from the game Twister, students draw an index card from a pile of cards and decide if the sentence written on the card is a sentence fragment, run-on sentence, or a complete sentence. If the student is correct he/she will be able to spin the spinner and make a move. If not, the students will lose a turn and allow his/her partner to take a turn. The first person to get both feet and hands on the mat wins that round. Students will then record the sentences on a sheet of paper so that all of the sentences are complete, not run-on sentences or fragmented sentences. They may then play another round.

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Conventions: Capitalization Return to Top

708.02.aFundamental

Rules: Beginning Capital-ization

Learning Continuum

Teacher ObservableDWAISATECA

For Learning:Have students write a friendly letter, including the address, to a relative about what they do at recess time. Grade letter based upon correct use of capitalization of the first word in the sentences, first word in the greeting and closing of the letter, and proper nouns.


Have a simple paragraph prepared on an overhead transparency with correctly and incorrectly capitalized examples of beginning capitalization. Have students hold up a card with the word correct or incorrect over their heads. Then check with their neighbors for agreement. If the sentence is incorrect, have them correct the error.


Family Links:

708.02.a

Fundamental Rules:

Pronoun “I”

Learning Continuum


For Learning:Have students write a paragraph that causes them to use the “I” pronoun. For example, a paragraph about how they got to school, or how they chose the clothes they wore to school.


With an overhead transparency of a cloze exercise (a fill in the blank sample piece) with the pronouns missing, have students provide the pronoun and stand up when the pronoun is capitalized, especially “I”.


708.02.a

Capitali-zation:

Adjectives & Titles

Learning Continuum

Teacher ObservableDWAISAT

For Learning:Have students write a book review of a book they have recently read or a book read aloud to the whole group. The review should include at least one quote from a classmate who has read the book and the professional title of the author (Mr. or Mrs. Dr. or Ms.). Grade the review based on

Give students cut apart book titles, magazine titles, TV shows with correctly and incorrectly capitalized examples. Then have small groups of students categorize them as to correct or incorrect, correct the errors, and then generalize in their own words a capitalization rule.


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ECA capitalization of the first word of the quotation, the book title, and the professional title.


708.02.a

Capitali-zation:

Fundamental Rules:Proper Nouns

Learning Continuum


For Learning:Have students create a travel brochure of their town. The brochure should include some or all of the following: places, organizations, peoples’ full names, company and product names, nationalities and languages, and team names. Grade for correctly capitalized use of proper nouns.

Of Learning:See Row above for test items

After reading a basal story, have students work in pairs to list nouns from the story. Ask them to identify each noun as common or proper. Then have them write two sentences that use common nouns and two that use proper nouns.

Ref: (Harcourt Trophies, Harcourt, 2003)


Family Links:

708.02.a

Capitali-zation:

Fundamental Rules

Learning Continuum


For Learning:In a selected piece of student writing, correct paper for fundamental rules of capitalization (both correct and incorrect) including common and proper nouns.

Of Learning:

Given a list of correctly and incorrectly capitalized examples (proper/ common nouns, beginning sentences, pronouns) have students work in small groups to identify the capitalization needs, correct the errors and the correct use with reasons for both.


Conventions: Punctuation Return to Top


For Learning:In a letter to the principal, have students use correct end punctuation to tell about what they have been learning in science or social studies.

Have students work in pairs to write simple sentences in which meaning would change if a different end punctuation were applied, e.g., Sit down!, Stand still?, Check these

Write Source 2000 (1999)Family Links:

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Use Appropriate

End Punctuation


Letter should include examples of different types of end punctuation.


numbers., That’s big!. Then have students act out the action or say the sentence based on a card drawn of end punctuation.

708.02.a

Use Commas Appro-priately

Learning Continuum


For Learning:Give students a sample letter that does not contain the correct commas. Have students fill in the appropriate commas. Students then address an envelope, using appropriate commas, for the letter.


Set off interruptions, set off interjections, direct address, enclose information, set off phrases, set off appositives,


Family Links:

708.02.a

Use Apostrophes

Learning Continuum


For Learning:In a persuasive essay, write about why someone would want to visit Idaho. Grade based on correct use of apostrophes, especially pronoun contractions.


Have students make a set of flash cards for studying pronoun contractions. One side of each card should have a sentence that uses a contraction, and the other side should have the two words from which the contraction is formed. Ask students to study the contractions and then work together to test themselves. After they finish, have students write story scenes with dialogue that uses contractions.


708.02.a

Learning Continuum

Teacher

For Learning:In a point of view story, write about what a foot would say to a soccer ball or football, using quotations to carry

Using comic strips have students convert bubble conversation to written conversation using quotation marks. They will then


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Appropriate Marks in Dialogue

ObservableDWA, ISATECA

the plot forward. Grade based on correct use of dialogue, particularly quotes on both sides of split direct conversation.

Of Learning:RIT 191-200 (Enclosing Punctuation)RIT 201-210 (Enclosing Punctuation)RIT 211-220 (Enclosing Punctuation)

compose a written conversation with a partner. After editing the conversation, have students rewrite the conversation on construction paper, adding macaroni noodles for quotation marks.

Family Links:

708.02.aUse

underlining for titles

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning:Write a compare and contrast paragraph comparing two books the student has recently read. The paragraph should include the book titles and authors.


RIT 211-220

As students write book reports or record books read in a reading log, have them underline the titles of the books.


708.02.aDependent

and Independent

Clauses / Comma Usage

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning:Given several (5) short, choppy sentences, have students combine the shorter sentences into one. Grade based on comma use in dependant clauses and compound sentences.

Of Learning:Go to “Use Commas Appropriately”

With several short, choppy sentences created before or during a brainstorming session written on the board, have students act out where the comma or comma and conjunction should be placed. A student selects a comma card or a conjunction and a comma and then stands between the rewritten clauses.


708.02.aPreposi-tional,

Learning Continuum

Teacher Observable

For Learning:Write a multi-paragraph explanatory essay about a place you would like to visit. Emphasize the use of complex sentences structure to include

After introducing comma use with phrases, have students identify the type of phrase with accompanying comma in a Weekly Reader or basal story.

Write Source 2000 (1999)Weekly Reader

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Sample Sequence

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Participle and

Appositive Phrases / Comma Usage

DWA, ISATECA

commas after participial phrases, after an introductory adjective phrase, and around appositives.

Of Learning:Go to “Use Commas Appropriately”

Conventions: Spelling Return to Top

708.02.a

High Frequency

Spelling Words

Learning Continuum


For Learning:In daily writing samples, verify correct spelling of grade-level high frequency words, especially homographs and the contraction “it’s”.

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

With pairs of high grade-level high frequency words on index cards, play Concentration to match pairs of words. Spelling Lists

Family Links:

708.02.aConvention

al Rules

Learning Continuum


For Learning:In writing samples, verify use of conventional rules of spelling, especially “ui”, “ie” or “ei” words.


Play hangman in groups with a list of words using the spelling rule, e.g., “ie” and “ei”. Players add parts to the hangman when a word is spelled correctly. The first team with the finished drawing wins.

708.02.a

Application

Learning Continuum

Teacher ObservableDWA

For Learning:In writing samples, verify correct use of application of spelling rules, e.g., plural forms like “y” to “i”, “f” to “v” and add –es, and drop final “e” and add –ing, -ed, or -ous

Have students edit a piece of their own writing and use a dictionary to check the spellings of words that have the rule being focused on, e.g., un-, ly, a-, dis-, -able, im-, mis-, -ful, -ness.

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of Rules (prefixes / suffixes)

ISATECA

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

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APPROVED ISAT PROFICIENCY SCORES

Return to topApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

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

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

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

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PROFICIENT: Meets Standards Back to Top

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

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

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

BASIC: Below Standards Back to Top

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

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

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

BELOW BASIC: Critically Below Standards Back to Top

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

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

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

Idaho State Standards: 4th Grade Writing/LanguageReturn to top

708. WRITING.Rationale: Students write to demonstrate skill and conventions according to purpose and audience.

Standard - The student will: Content Knowledge and Skills: Samples of Applications:01. Understand and use the writing

process.

Return to Prewriting

Return to Draft/Revise

Return to Edit/Proofread

Return to Publish

a. Demonstrate understanding and application of writing process:

- Brainstorm;

- Draft;

- Revise;

- Edit;

- Publish.

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

ii. Use student-friendly scoring standards to assess own writing and determine an area needing improvement.

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Return to Approprite Format b. Write in a variety of formats to record,

generate, and reflect upon ideas.i. Create learning logs, personal learning

records, notes, or journals.

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

Return to Approp. Style/Vocabulary c. Identify and use appropriate style and vocabulary for audience and purpose.

i. Write narratives that relate ideas, observations, and memories; provide context for reader to imagine world of event or experience.

ii. Use concrete sensory details and provide insight into why a particular incident is memorable.

02. Write and edit for correctness and clarity.

Return to Legibility

Return to 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;

- Legibility.

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

ii. Write a variety of sentences such as declarative and interrogative, imperative, and exclamatory to produce a piece of writing. Employ beginning and proper noun capitalization, correct high frequency spelling, subject-verb agreement, pronouns and antecedents, series commas, quotation marks for dialogue, and end punctuation.

iii. Apply rules of capitalization in written work.

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

v. Double the final consonant of a word within accented final syllable and which ends with a single vowel and consonant before adding a suffix that begins with a vowel (control, controlling).

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

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

viii. Add "es" to nouns that end with "s," "ss," "sh," "ch," or "x" to form plurals.

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

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

xi. 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).

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

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xiii. Change "f" or "fe" to "v" and add "es" to

some nouns that end in "f" or "fe" (half/halves, knife/knives).

xiv. Write legibly by appropriately selecting cursive or manuscript.

xv. Break down parts of speech by

diagramming simple, compound, and complex sentences.

xvi. Spell fourth-grade high-frequency words with ninety percent accuracy.

Return to Variety of Elements / Components

Return to Details

Return to Composition Forms

b. Develop a paragraph that incorporates a clear and focused main idea and is supported by details and examples that are appropriate to topic, audience, and purpose.

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

- Write for personal and practical needs; messages, diaries, journals, thank-you notes, friendly letters, and step-by-step directions.

i. Write thank-you notes.

ii. Write an introduction for a speaker.

iii. Write a sample eulogy.

03. Write a narrative essay which align with the fourth-grade Direct Writing Assessment.

Return to Details


a. Create a multiple-paragraph narrative composition that provides an introductory paragraph and establishes and supports a central idea. Include supporting paragraphs with thoughtful transitions, simple facts, details, and explanations. Conclude with a paragraph that summarizes key points. Properly indent.

i. Incorporate dialogue into a composition to move plot.

ii. Explain importance of an effective lead.

iii. Include the following story elements: plot, character, setting, and point of view.

Return to Variety of Elements / Components

Return to Details


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

i. Produce short stories, narrative essays, poetry, and plays. Incorporate metaphor, simile, personification, and alliteration.

ii. Identify a metaphor and simile within literature; explain meaning of each.

iii. Write for such personal and practical needs as the following: messages, diaries, journals, and friendly letters

23


ISAT “Sub-Goal”

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

Return to Curriculum Guide

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

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

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

Capitalize first word of a quotation

Distinguish sentences using quotations that are not capitalized correctly

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

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

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

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

Compass directions – when to and not to capitalize them

Full names, including titles

Fundamental Rules


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

Distinguish between common and proper nouns

Generalize rules of capitalization

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

Format: Longer passages in many of the items

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

Differentiate between similar

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

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

24


ISAT “Sub-Goal”

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

paragraph

All titles: what to capitalize and what not to capitalize

Generalize capitalization rules

Fundamental Rules-Beginning Capitali-zation


Capitalize the first word in the sentence

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

Capitalize only the first word in a sentence without proper nouns

Capitalize the beginning of each sentence in a group of sentences

Capitalize first word and proper nouns

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

Capitalize the first word in the sentence

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

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

Pronoun “I”


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

Identify “I” errors twice in the same sentence

Proper Nouns


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

Organizations and government bodies

People’s full names, including

Full names, including titles and initials

Particular places, points of interest, buildings, monuments

Teams, organization, government

Countries, nationalities, languages

Holidays, special events

Places, rivers, parks, bridges, monuments…

d. Artistic groupse. Buildings, businesses, stores

25


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220initials and titles

Identify a “proper noun”

Company and product names

Nationalities and languages

Team names

bodies

Countries and continents

Historical events and eras

Companies, stores, products

Classes, schools

Ships

Identify proper nounsWriting Composition and Structure Appropriate Format


Use correct letter format Develop paragraph with specific

details Edit paragraph format for fragment

and run-on sentences

Combine sentences into paragraph structure

Look for patterns of organization in a paragraph

Order sentences into a concise paragraph

Give directions in a systematic order Use correct business letter structure Define parts of a research paper Define purposes of poetry (i.e.

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

Use standard forms of indentation Review several paragraphs and

choose the best organization Determine the pattern of

organization in a lengthy passage

Appropriate Style and Vocabulary


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

paragraph, edit for off-topic sentences

When reading a short story choose the best ending

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

26


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220 Choose the correct paragraph that

best explains an action Focus on imperative sentence

structure Answer standard questions when

writing a news storyComposition Forms


Write limericks Define composition forms in lengthy

passages

Details


Select clear details for paragraph

Variety of Components


Edit sentences into multi-paragraphs Determine method of organization

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

Variety of Elements


Use imagery in poetry

27


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220Grammar and UsageAdjective Form


Use comparatives “bad, worse, worst” correctly

Use comparatives “more, most” correctly

Use comparative adjectives (-er, -est) correctly

Recognize correctly and incorrectly used comparative forms

Use adjectives telling “what kind”

Use comparatives “less, least” correctly

Understand the meaning of comparative adjectives

Identify adjectives used in a sentence Recognize correctly and incorrectly

used comparative forms

Recognize that adjectives are words that describe things

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

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

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

Understand that comparative –er means to compare two things

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

Adverb Form


Use adverbs telling “when” correctly Use comparative adverbs telling

“when”

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

28


ISAT “Sub-Goal”

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


Understand the intended meaning of a particular clause

Identify the main clause in a sentence

Irregular Verb Forms


Identify common irregular past tense forms of verbs

Recognize more difficult irregular verb forms

Recognize or determine the correct use of irregular past tense verbs

Format: Difficulty of vocabulary increases in this RIT range

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

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

Negative Forms


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

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

Recognize that two negatives in a sentence is not Standard English

Use “n’t” contractions correctly

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

Noun Forms


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

sentence Recognize the correct plural form of

a noun used in a sentence Recognize plural nouns needing the

–es ending Recognize a noun that is not plural Recognize the irregular plural form

of a noun Identify which is not a correct

irregular plural noun

Recognize the correct 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

Distinguish possessive nouns from contractions

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

29


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220 Recognize the correct use of a

singular possessive noun Recognize a collective noun as being

singular, distinguishing it from plural nouns

Noun-Pronoun Antecedent


Identify the noun replaced by a pronoun

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

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

Noun / Pronoun Usage Agreement


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

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

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

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

Use reflexive pronouns correctly: themselves

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

Phrases Understand the meaning of a phrase Vocabulary: prepositional phrase Recognize what part of the sentence

30


ISAT “Sub-Goal”

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


telling “why” Recognize phrases telling “how” or

“where”

Identify a prepositional phrase Recognize a phrase telling “which”

a prepositional phrase modifies Recognize a prepositional phrase

used as an adjective Recognize the meaning of a verb

phrase

Pronoun Forms


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

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

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

Use reflexive pronouns correctly: themselves

Identify which word in a sentence is the pronoun

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

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

Use nominative case pronouns correctly

Use nominative pronouns correctly in compound subjects

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

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

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

Run-on Sentences &

Recognize complete and incomplete sentences (first time this term

Identify sentence fragments

31


ISAT “Sub-Goal”

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


appears) Recognize a group of words as an

incomplete sentence or a question

Sentence Structure/ Type/Kind


Recognize sentences that are complete and not complete

Complete sentences with the correct phrase

Recognize complete sentences containing only a noun and a verb

Identify a simple sentence Identify the correct word order to

form a sentence Identify a group of words as an

incomplete sentence Identify two sentences with different

word order but the same meaning Turn a clause into a complete

sentence

Identify compound sentences Identify sentence patterns (some

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

Change the word order and keep the same meaning

Add a phrase to form a complete sentence

Verbalize what sentence part is needed to form a complete 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

Subject & Predicate


Identify the subject of a sentence Identify a complete sentence where

the predicate is written first Recognize where to divide a

sentence between the subject and the predicate

Name the two main parts of a sentence

Identify the subject of a sentence

Subject/Verb Agreement

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

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

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

32


ISAT “Sub-Goal”

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

o Compound subject – verb phraseo Third person singular subject –

main verbo Plural subject – auxiliary verb or

verb phrase

o Singular subject – main verbo Plural subject – linking verbo Plural subject – auxiliary verb

main verbo Identify a singular subject by

recognizing form of the verb in the predicate

Variety of Sentences


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

Recognize that sentences can tell past, present or future actions

Identify a sentence that tells past action

Identify a sentence that tells future action

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

33


ISAT “Sub-Goal”

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


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

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

Recognize or determine the correct use of regular past tense verbs

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

Tell the meaning of “past tense of a verb”

Determine the correct verb to use to tell future actions

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

Determine the correct verb tense to use in a sentence

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

Identify present tense verbs Determine the correct verb phrase to

use in a sentence

Determine the correct verb form to use in a sentence

Identify the verb form not used correctly in a sentence

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

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

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

Understand the meaning of a complex verb phrase

Determine which verb form is correctly used in a complex sentence

PunctuationAppropriate Marks in Dialogue


Use quotation on both sides of split direct conversation

Use quotations in titles Use parentheses around non-essential

phrases

Use quotations in quoted material Use single quotation inside quotation

marks

Dependent and Independent Clauses/ Comma Usage

Use commas in dependant clauses Use commas between two main

clauses Use commas in a compound sentence

Use commas between two main clauses in a complex sentence

Use commas between two main clauses in a compound complex sentence

34


ISAT “Sub-Goal”

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

Return to Curriculum GuidePrepositional, Participle and Appositive Phrases-Comma Usage


Use commas after participial phrases Use commas after an introductory

adjective phrase Use commas around appositives

Use commas after participial phrases in a lengthy paragraph

Use Apostrophes


Use apostrophes in pronoun contractions

Use apostrophes in possessive plurals

Use apostrophes with helping verb and “not”

Use apostrophes for subject and helping verb contractions

Use Appropriate End Punctuation


Use correct end punctuation in 8-10 word sentences

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

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

Identify incorrect end punctuation Identify periods when given a

paragraph

Identify correct punctuation in a 16-20 word compound sentence

Use correct punctuation when sentence ends with an abbreviation

Identify correct punctuation in a 5-7 sentence paragraph

Use Commas Appropriately

Return to Curriculum

Use commas around parenthetical phrases

Use commas after a direct address in an imperative sentence

Use commas after participial phrases in a lengthy paragraph

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

phrases

35


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220Guide Use commas in non-essential

parenthetical phrases Use commas around interrupting

phrases contained within the sentence

Use Underlining in Titles


Underline book titles Underline movie titles Underline magazine titles

SpellingAccuracy and High-Frequency Words


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

Recognize the correct spelling and use of homographs

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

Format: Generally more difficult, commonly misspelled words

Application of Rules (prefixes-suffixes)


Recognize correct application of basic spelling rules:

Change “y” to “i” and add ending

Change “f” to “v” and add –es

Drop final “e” and add –ing, -

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

Recognize when to double final consonant before adding ending

36


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220ed, or –ous

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

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

Conventional Rules


Format: Many longer words: three and four syllables

Format: Less frequently used words

Distinguish the correct spelling of a word from incorrect versions

Recognize the correct spelling of “ui” words

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

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”

Writing ProcessDrafting and Revising Skills

Return to Curriculum Guide—Drafting

Revise and replace misplaced modifiers

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

compound, and complex Use phrases and multi-word

modifiers to enhance details

Use 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

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

37


ISAT “Sub-Goal”

RIT 191-200 RIT 201-210 RIT 211-220 Use adjective and infinitive phrases Begin topic with strong sentence

starters Use a variety of genres

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

adjective phrases

Use parts of a news story for complete description of an event

Write strong conclusions

Editing and Proofreading Processes


Capitalize royal titles, professional titles, and personal titles

Use similes for comparison Identify suffixes Use slang words for a direct purpose Proof for spelling errors Use commas between city and state Edit sentence fragments Use correct return address format Capitalize government bodies Use parallelism between subject and

direct object Use appositives

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

Pre-Writing Skills


Select point of view (i.e. I, He, You) Choose a mode of writing Use clear descriptors List details in outline form Determine tone and mood Choose tone by determined audience Outline main topic with descriptors Organize sentences for paragraphs Create a list of possible word choices Select main headings for outline Choose subject and brainstorm (i.e.

word lists, webbing, free writing)

Choose formal or informal language Select purpose of paragraph Choose syntax that illustrates point

of view Outline expository mode

Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative

stories Categorize using main topic as

guideline

38


39


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

Capitalization

Back to top

capital letter, capitalized, underlined, sentence, missing words

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

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

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

closing, book title, paragraph

No new vocabulary above last RIT band.

40



Writing Composition and Structure

Back to top

poem, letter, story, ad, statement, command, question, exclamation, style, sentence, rhyme, book, paragraph

missing word, first, ending, last, greeting, describe

topic sentence, best order, correct order, chronological order, parts of a letter, passage, complete sentence, main idea

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

title, information, review, author’s purpose, narration, persuasion, sequence, composition

exclamatory sentence, encyclopedia, supporting detail

limerick, formal essay, drama, declarative sentence, imperative sentence, interrogative sentence, tone, mood, pattern of organization

RIT 221-230 RIT 231-240

descriptive writing, incomplete sentence

41



Grammar and Usage

Back to top

underlined, missing word, more than one, complete sentence, Standard English, pronoun, correct

noun, past tense, wrong, word order

subject, predicate, incomplete sentence, run-on sentence, phrase, verb, plural, question, paragraph, singular, action word, verb phrase, clause

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

simple sentence, comparative forms, suffix

fragment, compound sentence, prepositional phrase, present tense, adjective, nonstandard English, linking verb, adverb, possessive, dependent clause

modifies, main clause, plural possessive, irregular verb, simple sentence, compound sentence, complex sentence, compound-complex sentence

RIT 221-230 RIT 231-240

noun phrase, dependent clause, possessive noun, conjunction

adverb phrase, adjective phrase, pronoun’s antecedent

42



Punctuation

Back to top

comma, contraction, punctuate, right mark, sentence

punctuation mark, exclamation point, question mark, apostrophe, period

letter, ownership

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

quotation marks, possession, address, phrase, salutation, colon, semicolon

parentheses, hyphen, rough draft

possessive noun

RIT 221-230 RIT 231-240

plural possessive

43



Writing Composition and the Writing Process

Back to top

sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order

underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence

comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog

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

comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing

run-on sentence, formal and informal language, composition, simile, subheading, detail, sub-detail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe

tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative

RIT 221-230 RIT 231-240

nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment

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Basic Grammar and Usage RIT 191-200 Return to top

Return Return Return Return Return


Return

Basic Grammar and Usage RIT 201-210



Return Return Return

Basic Grammar and Usage RIT 211-220



46


Return Return

Capitalization RIT 191-200



Return Return


Return Return

Composing and Writing Process RIT 191-200




47




Composition Structure RIT 191-200

Return Return Return Return





48


Punctuation RIT 191-200






Resources


Documents

Language Arts Curriculum Guide Template—Detailed Curriculum Guides files... · Web viewReturn to Curriculum Guide Capitalize the first word in the sentence Capitalize the first