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

1Idaho State Curriculum Guide Language/Writing 3rd 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 Cut ScoresGo to Conventions: Spelling

New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process

State Standard

and Benchmark

Local Curriculum

Learning Continuum and other

performance Objectives

Sample Assessment and Sample Quizzes

Sample Sequence

Minimum Hours

Allotted

Sample TeachingStrategy

Sample Resources

Writing Composition and the Writing Process Return to Top

699.01.aPre-Writing

Skills

Learning Continuum

Teacher ObservableDWAECAISAT

For Learning:Have students use rubrics to assess their own writingDifferent types of rubric assessments for teachers to use: www.teach_nology.com

Of Learning:RIT 181-190RIT 191-200RIT 201-210

Participate in writing workshops to share ideas, respond to drafts, and provide constructive feedback.Prewriting: Planning the Writing:Students select a Subject:Suggestions:Have students think of fun things that have happened to them. Suggest they keep their eyes open. Maybe they will notice something they will want to write about.Students could write about each year they get older.When they were one-year old, two years old, three years old, etc.Students make a list of bests: best days, best friends, etc.; Students make a list of their worsts: worst subject, worst nightmare, etc.Favorites: Favorite books, Favorite animals, etc.

Learning For Learning: Collect Details:

http://www.teach_nology.com/


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

699.01.aDrafting

and Revising

Skills

Continuum



Details are the facts and ideas that make their writing interesting.Planning and Drafting:Students focus and organize their thoughts and ideas.What or who are they writing about? (Characters, and what will they do?) What is the conflict? Where is the setting?Plan the Beginning, middle and end.They shouldn’t worry about making mistakes.Students improve their writing. Have students reread their story. What would make it sound better?Have a parent or other student read their story.

Go to editing (below)

699.01.aUse

Editing and Proof-

reading Processes

Learning Continuum


For Learning:Check to see if students have edited their stories using the correct editing and revising symbols.Students can place edited rough drafts in their portfolio to demonstrate growth.


Editing and Proofreading:

Students reread what they have written.They check for spelling, grammar, punctuation, and capitalization.

Students make sure all their sentences and words make sense and are easy to follow.

LINK

A nice touch to the final copy is illustrations. Publishing means sharing their story with a wide variety of people.


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

LINK

Use strategies to edit and polish work:Proofread using a dictionary or other resources.Edit for correct grammar and clarity by using editing and revising symbols.Edit with a partner. Students read each other’s work and make suggestions for improvement.Teacher should provide a criteria for students to follow and check when completed.

Writing Composition and Structure Return to Top

699.01.bAppro-priate

Format

Learning Continuum


For Learning:Portfolio Assessment


Students create personal inventory, personal narrative, learning logs, poems, notes, letters, and journals,

LINK

Students compare a friendly letter using the five parts:DateGreetingBodyClosingSignature

LinkStudents use correct spacing and letter format.LINK

Students Identify and Write in a variety of formats e.g., Letter’s, stories, poems, and


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

information pieces.

699.01.c

Appro-priate Style

and Vocabulary

Learning Continuum

Teacher ObservableISATECADWA

For Learning:Authentic Assessments:Observe, note enthusiasm, diligence, care, creativity, neatness, etc.Interact, question about work in progress. Engage in small –group discussion. Conduct a student/teacher conference.Analyze the students finished product.Praise strengths; note favorable impressions; Award with a total point, mark, or comment.

Read students a variety of different Genres. Discuss the style and vocabulary.Compare and contrast style.Practice: Students keep a journal writing about favorite words, exciting words, funny words, boring words, throw away words, new words, etc.

699.01.c699.02.bVariety of Elements/Compo-

nents

Learning Continuum


For Learning:

Of Learning:RIT 181-190 (Develop Paragraphs)RIT 191-200 (Develop Paragraphs)RIT 201-210 (Develop Paragraphs)

Students write reviews about stories and books by using the elements of Literature.These include autobiography, biography, character, dialogue, ending, event, fiction, moral, myth, narrator, nonfiction, plot, problem, setting, and theme.

699.02.b699.03.a699.03.b

Details

Learning Continuum


For Learning: Collecting Details:Students list details about a memorable event.Students are ready to write the first draft.

699.01.bLearning Continuum

For Learning: Write for specific purposes such as: Letters to the editor,Thank you letters,

Six Trait Writing


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

699.03.a699.03.bCompo-

sition Forms



Birthday cards,Stories, narratives, or presentations.

Given a writing prompt , write a narrative essay that demonstrates correct paragraphing with main idea and supportive detail sentences.

Create an effective lead introductory.

Create an effective conclusion.

Link

Produce short stories, narrative essays, poetry and plays.Generate self-selected topics and respond, rework, revise, edit, and proofread.Engage in activities that encourage a broad use of adverbs and adjectives.Use colorful illustrations to list describing words for content or action.Expand a basic sentence.Explore Cinquain and Haiku poetry.

Link

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

699.02.a699.02.b

Learning Continuum

Teacher Observable

For Learning:

Of Learning:RIT 181-190

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

Use a wide variety of sentences to

Six Trait Writing

Write on Track Write Source

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


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Variety of Sentences

DWAECA

RIT 191-200RIT 201-210

practice statements, exclamation, question, or command.

Use Daily Oral Language as a means to practice and identify correct sentence structure, e.g. Punctuation, capitalization, grammar, spelling, etc.

Practice and apply spelling rules to daily writing

Great Source Education Group a Houghton Mifflin Company 1996

699.02.a699.02.bSentence Structure / Type / Kind

Learning Continuum


For Learning:


Write messages, diaries, journals, thank-you notes, friendly letters, or step-by-step instructions.

699.02.aSubject-

verb agreement

Learning Continuum


For Learning:Can students identify an action word that tells about more than one. For example The mother bird calls her babies. They run to her.Have students circle the action word that completes several sentences.Can students explain why one word sounds better than the other?


Students use word cards to match singular verbs with subject. The verb in the sentence must agree, or make sense, with the subject, An example: They stand and she stands.Group Activity: Students cooperate to make a subject -verb mobile using S and ES. For example He plays and They play.Make a game using singular and plural verbs. Have students notice how the verb changes when the subject changes from singular to plural. An example. Shyann plays soccer at the park. Her friends play with her.Brainstorm sentence strips. Display around the class for

Terban, Marvin. I Think, I Thought and Other Tricky Verbs. Houghton Mifflin Company, 1984.


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

students to read.

699.02.aNoun Forms

Learning Continuum


For Learning:Students use singular and plural nouns to finish sentences.Students can identify nouns in sentences.


Fill in the box with the correct noun form as used in the sentence.

Students change singular nouns into plural nouns. They write sentences using the changed form.Students categorize word cards into singular or plural words by using S and ES.

Heller, Ruth. A Cache of Jewels and Other Collective Nouns. Putnam Pub. Group, 1989.

699.02.aPronoun Forms

Learning Continuum


For Learning:Students can identify a noun card when mixed with other word cards.


Students write sentences using at least one personal pronoun.Students can write the opposite words of singular pronouns. This will change the word to a personal pronoun. Students read a passage then make a list of singular and plural pronouns.

Allard, Harry. Miss Nelson is Missing! Houghton Mifflin Company, 1984

699.02.aVerb

Tenses

Learning Continuum


For Learning:


Write sentences about something you did last weekend. Draw lines under verbs. Label these verbs with either (A) linking or (H) helping.Write a sentence of something that is happening.Rewrite the sentence to something that has already happened. Finally, write your sentence pretending it will happen in the future.

Terban, Marvin. I Think, I Thought and Other Tricky Verbs. Houghton Mifflin Company, 1984.

Wacky Webb Tales

699.02.aLearning Continuum

For Learning:A child recognizes that a word changes when they form the past

Students write Common Irregular Verbs in columns of Present, Past,

Grammar Usage, and Mechanics


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Irregular Verb

Forms


tense or add a helping word.Use a chart to track the progression of students.(Tip) The most common irregular verb is the verb be. Different forms of the verb include am, is m are, were, and been.


and Past with has, have, and had.An example: kicks, kicked, and have kicked.

Card games where children match words in present, past, etc.

Scholastic, Inc. 1996

699.02.aAdjective

Forms

Learning Continuum


For Learning:Students can describe one positive noun.Students can compare two noun forms (comparative form).Students can compare three or more nouns (superlative form).Check these concepts off as the students prove mastery.


Students brainstorm words to describe one noun. Write on task cards.Students brainstorm words to compare two nouns. Write these words on task cards.Students write words to compare three or more nouns. Write these words on task cards.Laminate for durability.Scramble cards. Students draw a card. They write a sentence using the card in proper form.Game goes on until the student with the most correct sentences win.

www.teachercreated.com

Wacky Web Tales

699.02.aAdverb Forms

Learning Continuum


For Learning:Use an Authentic Assessment to track the progress of the student.


Children circle adverbs in sentences and tell if they describe where, when, or how. Students brainstorm a list of verbs. Write each verb in an oval shape. Student’s choral read the name of each verb.Brainstorm words adverbs, words to describe the verbs. Children

Heller, Ruth. Up, Up, and Away: A book about adjectives. Putnam Pub. Group, 1992.

www.teach-

http://www.teach-nology.com/

http://www.teachercreated.com/



State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

choral read the adverbs. Children match the verbs to the adverbs.

Link

nology.com


699.02.aNegative Forms

Learning Continuum


For Learning:


699.02.aPhrases

Learning Continuum


For Learning:


699.02.aClauses

Learning Continuum


For Learning:


699.02.aNoun /

Pronoun Usage

Agreement

Learning Continuum


For Learning: Students rewrite sentences replacing nouns where appropriate with pronouns.





State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

699.02.aNoun /

Pronoun Antecedent

Learning Continuum


For Learning:Students can identify what a Pronoun and Antecedent are when given paragraphs to change.Students recognize that a pronoun can have more than one antecedent.Students recognize that I, you, he, she, it, we, you, and they are Antecedents.

Of Learning:RIT 181-190RIT 201-210

(The antecedent of a pronoun is the noun that a pronoun refers to.)

Have students act out a passage to the class using no pronouns.An Example:Gage: Gage wants an apple.Ashlee: When does Gage want an apple?Gage: Now. Is Ashkee hungry too?Ashlee: Yes. Will we get the apples now?Classroom discussion about how the passage sounded.Write a list of pronouns they could use in the passage to replace nouns.This list could include I, you, he, she, it, we, you, and they.Reread the passage substituting pronouns in the place of the nouns.Discussion:Which sounded better? Discuss

699.02.aSubject

and Predicate

Learning Continuum


For Learning:Scramble sentences to see if students can organize the sentence in correct form. Have students identify the subject and predicate.Make sure students understand that a predicate is a verb.

Students work together as a class to build and read a sentence Identifying the subject, which names someone or something, and a predicate, which tells what the subject is or does.Students highlight the subject and predict in several news paper articles. Share as a class.Link

Writing WorkshopTeacher Created Materials, Inc. 1998





State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

699.02.aRun-ons

and Fragments

Learning Continuum


For Learning:Students can identify if an important part of a sentence is missing when shown several examples of fragmented sentences. This can be tracked over time.

FragmentStudents retell nursery rhymes forgetting to say the name of the main character. An example:Fragment: Had a little lamb. (A subject is missing.)Correct Sentence:Mary had a little lamb.Run-onsStudents practice writing run-on sentences. With a partner children find and correct sentences identifying where the run-on takes place. They can highlight and share with another set of partners.

Link

Conventions: Capitalization Return to Top

699.02.aFunda-mental Rules:

Beginning Capital-ization

Learning Continuum

Teacher ObservableDWAISATECA

For Learning:On going authentic assessments charting growth for understanding of capitalization in all areas.


Apply rules of capitalization in written work. Expose children to real print (magazines, newspapers, recipes, receipts, books, etc. Allow time for children to look for Capitals and how they are used.Use this information to compile a class chart on Capitalization. Post this chart on class wall for future use. Link Capital Letters (Mechanics and Grammar)

Family Links:

www.teach-nology.com

Daily Oral Language 1989 by Great Source Education Group, Inc.

699.02.aFunda-mental

Learning Continuum

Teacher ObservableDWA

For Learning:Students write five sentences about an experience they shared with a friend. Check for the correct usage of I in compound subjects and in compound objects.

Students try it out.Students work in small groups trying out various sentences to find the correct use of I.Choose correct pronouns to complete sentences. Example:




State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Rules: Pronoun “I”

ISATECA Of Learning:

RIT 181-190RIT 191-200

You and (me, I) will fix this toy.Students choose which compound subjects and objects are correct. Example:(Kelly and I, Me and Kelly) took the spelling test.Students can act out correct forms.

699.02.aCapitali-zation:

Adjectives & Titles

Learning Continuum


For Learning:


What are adjectives?LinkTitlesHold up assorted books one at a time.Read each title with the children.Ask what they notice about the titles?Record their answers on chart paper. Discuss how all letters start with capitals except the little ones such as the, and, an, a.Sentence Beginnings (Capitals)Link (Mechanics and Grammar)

699.02.aCapitali-zation:

Fundamental Rules:Proper Nouns

Learning Continuum


For Learning:Portfolio Assessment: Students find pieces of writing in their portfolios and circle all the nouns in them.

Check to see that students have completed the page entitled “Naming Words” correctly.Link

Of Learning:See Row above for test items

People, Places, and Things Activity:Students will identify nouns and categorize them into people, places, and things.Noun-mania: Students will list as many nouns as they can in five minutes.

Discuss the fundamental rules for proper nouns.

699.02.a

Learning Continuum

Teacher

For Learning: Use the fundamental rules of writing as a game. Make a game board using periods, question marks, and exclamation marks.


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Capitali-zation:Funda-mental Rules

ObservableDWAISATECA

Of Learning:See other rows in capitalization section for test items.

Make cards using questions about fundamental rules. Match these cards to various places on the board. As students answer questions correctly they advance on the board. Keep an answer key handy so students can correct each other. Makes a great center.

Conventions: Punctuation Return to Top

699.02.aUse Appro-priate End

Punctuation

Learning Continuum


For Learning:Check to see that students have completed “Punctuation Marks” correctly.


Apply appropriate rules for end punctuation.

Punctuation Marks Link 9 Mechanics and Grammar

Story Writing 200 Teacher Created Materials, Inc.

699.02.aUse

Commas Appro-priately

Learning Continuum


For Learning:


www.educate.org.uk/teacher_zone/classroom/literacy/index.htm

699.02.aUse Apos-

trophes

Learning Continuum

Teacher ObservableDWAISAT

For Learning:


http://www.educate.org.uk/teacher_zone/classroom/literacy/index.htm




State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

ECA

699.02.aAppropriate

Marks in Dialogue

Learning Continuum

Teacher ObservableDWA, ISATECA

For Learning:

Of Learning:RIT 181-190 (Enclosing Punctuation)RIT 191-200 (Enclosing Punctuation)RIT 201-210 (Enclosing Punctuation)

Approximate the use of quotation marks.

699.02.aUse

underlining for titles

Learning Continuum


For Learning:


Write a daily sentence focusing on book titles.

Daily Oral LanguageThe Great Source Education Group 1989

699.02.aDependent

and Indepen-

dent Clauses / Comma Usage

Learning Continuum


For Learning:

Of Learning:Go to “Use Commas Appropriately”

Demonstrate the use of commas.

699.02.aPreposi-tional,

Participle and

Appositive

Learning Continuum


For Learning:

Of Learning:Go to “Use Commas Appropriately”

Daily sentence practice incorporating


State

Standard and

Benchmark

Local Curriculum




Sample Sequence

Minimum Hours

Allotted


Sample Resources

Phrases / Comma Usage

Conventions: Spelling Return to Top

699.02.aHigh

Frequency Spelling Words

Learning Continuum


For Learning:Weekly spelling quizzes.Daily oral practice.Journal writings, and daily writing.

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

Self made dictionaries for spelling words.

Practice spelling words using a computer for visual memory.

Use word walls to reinforce high frequency words.

Use visual memory by configuring puzzles to go with words.

Encourage students to use high frequency words in their daily writing.

Spelling Lists

699.02.aConven-

tional Rules

Learning Continuum


For Learning:


699.02.aApplication

of Rules (prefixes / suffixes)

Learning Continuum


For Learning:

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

17Idaho State Curriculum Guide Language/Writing 3rd Grade

©State of Idaho 2003

APPROVED ISAT PROFICIENCY SCORESReturn to top

Approved by the State Board of Education March 6, 2003

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

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

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

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

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

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

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

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

17



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.

18



Idaho State Standards—3rd Grade—Writing/LanguageReturn to Top

699.WRITING.RATIONALE: WRITE TO DEMONSTRATE SKILL AND CONVENTIONS ACCORDING TO PURPOSE AND AUDIENCE.

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

process.

Return to Prewriting

Return to Draft/Revise

Return to Edit/Proofread

a. Demonstrate understanding and application of the writing process:

- Brainstorm;

- Draft;

- Teacher conference;

- Revise;

- Edit;

- Publish;

- Share.

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

ii. Use rubrics to assess own writing and determine area of need.

iii. Select various pieces to publish.

iv. Read own published material to an audience of peers, parents, or younger students.

Return to Appropriate Format

Return to Composition Forms

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

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

ii. Compare a friendly letter using the five parts:

Date

Greeting

Body

Closing

Signature

iii. Use the correct spacing and letter format.

Return to Variety of Elements / Components

Return to Approp. Style/Vocab

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

i. Write for such specific purposes as the following: letters to the editor, thank you letters, birthday cards, stories, narratives, or presentations.

02. Write and edit for correctness and clarity.

Return to GRAMMAR 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.

i. Use a variety of sentences to produce a piece of writing: statement, question, exclamation, and command.

ii. Use the Direct Writing Assessment Scoring Standard, a checklist, and handbook to guide proofreading.

iii. Apply rules of capitalization in written work.

iv. Practice and apply spelling rules in daily

19



writing:

Double the final consonant of a word that ends with c-v-c pattern (consonant-vowel-consonant) before adding a suffix: -ing, -ed.

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

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

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

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

Change the "y" to "i" when adding a suffix to words that end in consonant "y," unless the suffix begins with "i;'" add "s" to most nouns to form plurals: friend/friends.

Change "f" or "fe" to "ves to some nouns to form plurals: half/halves.

v. Write legibly by appropriately selecting cursive or manuscript.

vi. Correctly spell derivatives: -tion,

-ment, and -ly.

vii. Approximate the use of quotation marks.

viii. Demonstrate the use of commas in a list.

ix. Spell third-grade high-frequency words with ninety percent accuracy.

Return to Variety of Elements / Components

Return to Details

Return to Variety of Sentences

Return to Sentence Structure/Type/Kind

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

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

- Write for personal and practical needs.

i. Write messages, diaries, journals, thank-you notes, friendly letters, or step-by-step directions.

20



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


Return to Details

a. Create a multiple-paragraph narrative composition that provides an introductory paragraph that 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. Given a writing prompt, write a narrative essay that demonstrates correct paragraphing with main idea and supportive detail sentences.

ii. Create an effective lead introductory sentence.

iii. Create an effective conclusion.


Return to Details

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

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

ii. Generate self-selected topics and respond, rework, revise, edit, and proofread.

iii. Engage in activities that encourage broad use of adverbs and adjectives.

Use colorful illustrations to list describing words for content or action.

Expand a basic sentence.

iv. Explore cinquain and haiku poetry.

21


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210CapitalizationAdjectives, Titles, Sentence Beginnings

Return to Curriculum Guide

Capitalize first word of a quotation

Book or movie titles

Professional titles

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

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

23


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210common 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

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 the beginning of each sentence in a short group of sentences

Recognize a group of words as a sentence and capitalize the first word

Capitalize first word and names Identify a sentence in which the first

word is not correctly capitalized Capitalize only the first word in a

sentence without proper nouns



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

Pronoun “I”


Identify or correct several errors including “I” in one sentence

Identify “I” errors twice in the same sentence

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

Identify “I” errors twice in the same sentence

Proper Nouns

Format: Towards the end of this range, some of the items require

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

Full names, including titles and initials

24


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210


reading multiple sentences in one passage

Identify nouns correctly or incorrectly capitalized

Correctly capitalize up to four words in the same sentence

Distinguish between common and proper nouns

Names of people: full name, including initials and titles

Places: countries, cities, states, vacation spots

Pets’ names

Historical events

Course names

Names of organizations

points of interest

Organizations and government bodies

People’s full names, including initials and titles

Identify a “proper noun”

Company and product names

Nationalities and languages

Team names

Particular places, points of interest, buildings, monuments

Teams, organization, government bodies

Countries and continents

Historical events and eras

Companies, stores, products

Classes, schools

Ships

Identify proper nouns

Writing Composition and Structure Appropriate Format


Use indentation for new paragraph Focus on declarative sentence

structure When given four simple and

compound sentences, choose the chronological order

Choose sentence order when writing directions

Use correct letter format Develop paragraph with specific

detailsEdit paragraph format for fragment and

run-on sentences

Combine sentences into paragraph structure

Look for patterns of organization in a paragraph

Order sentences into a concise paragraph

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

25


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210feelings, moods, expressions)

Define paragraph by genre Identify parts of the newspaper

Appropriate Style and Vocabulary


When given a 4-6 sentence paragraph, choose the off-topic sentence

When given a series of short sentences, choose the group that iterates one idea

Write a job application paragraph Select appropriate titles for reports

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

Choose the correct paragraph that best explains an action

Focus on imperative sentence structure

Answer standard questions when writing a news story

Focus on exclamatory sentence structure

Choose the best definition for the term “topic sentence”

Variety of Elements


Use imagery in poetry

Grammar and UsageAdjective Form


Use comparative adjectives (-er, -est) correctly

Use comparatives “good, better, best” correctly

Identify a word describing a noun in a sentence

Recognize the correct use of comparative adjectives

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 comparatives “less, least” correctly

Understand the meaning of comparative adjectives

Identify adjectives used in a sentence Recognize correctly and incorrectly

used comparative forms

26


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210 Use superlative adjectives correctly Use adjectives telling “what kind”

Adverb Form


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

Identify adverbs that tell “where” Use –ly adverbs correctly Understand the meaning of a phrase

telling “where”

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

Clauses


Understand the intended meaning of a particular clause

Irregular Verb Forms


Determine which verb to use in a sentence

Determine which verb phrase to use in a sentence

Determine which verb to use in a sentence that has an auxiliary verb

Identify the past tense of an irregular verb

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

Negative Forms


Recognize the correct use of only one negative in a sentence: can’t – anybody; doesn’t – any; have never had any

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

Noun Forms

Return to

Recognize a regular plural noun used in a sentence

Recognize an irregular plural noun

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

sentence

Recognize the correct plural form of a noun

Understand the meaning of a singular 27


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210Curriculum Guide

used in a sentence Recognize the irregular plural form

of a noun Recognize the correct plural spelling

of a noun ending in “y”

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 use of a

singular possessive noun

possessive noun Recognize the correct irregular plural

form of a noun Identify which word is not a plural

noun Recognize the correct use of a plural

noun in a sentence Distinguish possessive nouns from

contractions Recognize a collective noun as being

singular, distinguishing it from plural nouns

Noun-Pronoun Antecedent


Use the correct pronoun in a sentence to match number, gender, thing in a previous sentence: it, her, they, he, his, himself

Identify the noun in one sentence referred to by a nominative or possessive noun in another

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


Identify the pronoun used to take the place of “___ and me”

Use possessive pronouns correctly: their

Use reflexive pronouns correctly: myself, themselves

Identity pronouns used to replace

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

28


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210singular or plural “things”: it, them

Use objective pronouns correctly: her, him

Recognize the correct and incorrect use of “I” in a compound subject (“___ and I”)

Use nominative pronouns correctly by matching gender

Use indefinite pronouns correctly: everyone

Identify pronouns used to replace singular or plural nouns: her, they

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

Use reflexive pronouns correctly: themselves

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

Phrases


Understand the meaning of a phrase telling “why”

Recognize phrases telling “how” or “where”

Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling “which”

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”

29


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210 Use reflexive pronouns correctly:

themselvesRun-on Sentences & Fragments


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

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

Sentence Structure/ Type/Kind


Format: Statements, questions, and commands

Recognize word order specific to a question

Identify/recognize complete sentences with adverb phrases or nouns of direct address at beginning (comma in sentence)

Select words in two places to form a complete sentence

Identify a group of words as an incomplete sentence

Identify sentences containing more than one idea

Identify a group of words that do not form a complete sentence – requiring very careful reading

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

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

30


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210

Subject/Verb Agreement


Identify the subject and predicate of a sentence

Recognize word order necessary to form a complete sentence

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

phrase o Compound subject or third

person plural subject - linking verb or present participle

o Third person singular subject - auxiliary verb

o Third person singular or plural subject – main verb

o First person plural subject – main verb

Recognize the correct use of subjects or verbs in the following cases:o Compound subject – linking verbo Compound subject – verb phraseo Third person singular subject –

main verbo Plural subject – auxiliary verb or

verb phrase

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

Variety of Sentences


Format: Sentences become more complex, with more difficult vocabulary; simple paragraph

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

31


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210Verb Tenses


Recognize a sentence that tells past action or events

Identify the correct past tense form of common irregular verbs

Recognize or determine the correct use of common irregular past tense verbs

Recognize or determine the correct use of past tense helping or auxiliary verbs

Determine the correct use of a verb phrase

Recognize the correct use of gerunds Recognize the correct use of regular

past tense verbs Determine the correct verb tense to

use in a sentence Recognize or determine the correct

use of future tense verbs and verb phrases

Identify which word is a verb

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

PunctuationAppropriate Marks in Dialogue


Use quotation marks for direct conversation

Use quotation on both sides of split direct conversation

Use quotations in titles Use parentheses around non-essential

phrases

Dependent and

Use commas in dependant clauses Use commas between two main

Use commas between two main clauses in a complex sentence

32


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210Independent Clauses/ Comma Usage


clauses Use commas in a compound sentence

Prepositional, Participle and Appositive Phrases-Comma Usage


Use commas after participial phrases Use commas after an introductory

adjective phrase Use commas around appositives

Use commas after participial phrases in a lengthy paragraph

Use Apostrophes


Use apostrophes in irregular contractions

Use apostrophes in pronoun contractions

Use apostrophes in possessive plurals

Use apostrophes with helping verb and “not”

Use Appropriate End Punctuation


Use correct end punctuation on a collection of sentences

Use question marks correctly when writing a friendly letter

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

Use Commas Appropriately

Use commas in personal greetings Use commas in introductory words,

(i.e. well, no, sorry)

Use commas around parenthetical phrases

Use commas after a direct address in an imperative sentence

Use commas after participial phrases

33


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210Return to Curriculum Guide

Use commas between two main clauses

Use commas after introductory clauses

Use commas after introductory adverbial clauses

Use commas in a letter closing Use commas after direct address Use commas between city and state

in a lengthy paragraph Use commas in non-essential

parenthetical phrases Use commas around interrupting

phrases contained within the sentence

Use Underlining in Titles


Underline book titles

SpellingAccuracy and High-Frequency Words


Format: One- or two-syllable words, with some of three-syllables at upper RIT range

Recognize words misspelled when endings added: double final consonant, add -ing; drop e, add –ing

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)

Return to Curriculum

Recognize the correct spelling of root words with suffixes added: -ous, -y, -less, -ing, -ed

Recognize correct application of basic spelling rules:

Change “y” to “i” and add ending

Change “f” to “v” and add –

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

Recognize when to double final consonant before adding ending

34


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210Guide es

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

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

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

Conventional Rules


Recognize misspelled common compound words

Distinguish the correct spelling of a word from incorrect versions

Identify two words misspelled in one sentence

Recognize the correct spelling of a plural noun: change “y” to “i” and add “-es”

Recognize a sentence in which all words are correctly spelled (up to 8 words)

Recognize an incorrectly used homograph in a sentence

Format: Many longer words: three and four syllables

Format: Less frequently used words


Recognize the correct spelling of “ui” words

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


Identify which word is or is not spelled correctly

Writing ProcessDrafting and

Use compound and complex sentences

Revise and replace misplaced modifiers

Use participial phrases in correct word order

35


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210Revising Skills


Use a variety of modifiers Use infinitive phrases for emphasis Use figurative language (simile,

metaphor) Use vivid descriptor phrases Combine simple sentences to form

complex sentences Vary sentence order Vary word order Use sentences of 8-10 words to vary

language Use details for effective sentences Vary sentences to show same

meaning related to topic Use correct word order in

interrogative sentences Use precise nouns and verbs Create word list of strong nouns and

verbs

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

compound, and complex Use phrases and multi-word

modifiers to enhance details Use adjective and infinitive phrases Begin topic with strong sentence

starters Use a variety of genres

Use 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

Editing and Proofreading Processes


Capitalize first word of sentence Use periods with abbreviations Capitalize greetings and personal

titles Capitalize inside quotations Use comparative phrases Use commas for introductory words

(i.e. well, no) Use commas between two main

clauses Use descriptive writing mode Write business letters

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 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

36


ISAT “Sub-Goal”

RIT 181-190 RIT 191-200 RIT 201-210 Use commas in adverbial clauses Identify subject from predicate Use past participial phrases Use correct compass points Use compound personal pronouns Use correct indentation Use auxiliary verbs correctly Capitalize literary titles

Use appositives

Pre-Writing Skills


Create a simple outline Write in a selected genre (i.e. a

simple fairy tale) Create starter sentences Categorize around a main topic Select appropriate sentences for topic List sentence details Pre-write sentences that convey

purpose of topic

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

37


New Vocabulary

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

Capitalization

Back to top

capital letter, capitalized, underlined, sentence, missing words

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

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

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

closing, book title, paragraph

No new vocabulary above last RIT band.

38


New Vocabulary

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

Writing Composition and Structure

Back to top

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

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

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

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

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

exclamatory sentence, encyclopedia, supporting detail

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

RIT 221-230 RIT 231-240

descriptive writing, incomplete sentence

39


New Vocabulary

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

Grammar and Usage

Back to top

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

noun, past tense, wrong, word order

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

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

simple sentence, comparative forms, suffix

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

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

RIT 221-230 RIT 231-240

noun phrase, dependent clause, possessive noun, conjunction

adverb phrase, adjective phrase, pronoun’s antecedent

40


New Vocabulary

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

Punctuation

Back to top

comma, contraction, punctuate, right mark, sentence

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

letter, ownership

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

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

parentheses, hyphen, rough draft

possessive noun

RIT 221-230 RIT 231-240

plural possessive

41


New Vocabulary

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

Writing Composition and the Writing Process

Back to top

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

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

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

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

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

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

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

RIT 221-230 RIT 231-240

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

42

43Idaho State Curriculum Guide Language/Writing 3rd Grade ©State of Idaho

2003

Basic Grammar and Usage RIT 181-190

Return Return Return Return Return


Return Return




Return




43


2003

Return Return Return

Capitalization RIT 181-190





Return Return

Composing and Writing Process RIT 181-190


44


2003





Composition Structure RIT 181-190

Return Return Return Return





45


2003

Punctuation RIT 181-190






46

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

Documents