DesCartes (Combined)

Subject: Language Usage Goal: Composition Structure

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: Below 171

Skills and Concepts to Develop Below 171

Skills and Concepts to Introduce 171 - 180

Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Selects an appropriate subject to complete a sentence* • Selects an appropriate predicate to complete a sentence • Identifies complete sentences in written compositions • Identifies sentences that ask questions (interrogative

sentences)

• Selects an appropriate subject to complete a sentence* • Selects an appropriate predicate to complete a sentence • Identifies complete sentences in written compositions • Recognizes interrogative sentences as the correct form • Identifies sentences that make statements (declarative

sentences) • Identifies sentences that ask questions (interrogative

sentences) Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Identifies writing samples for clarity appropriate to author's purpose

Use Paragraph Form Use Paragraph Form • Determines which details support a main idea in a

paragraph • Determines which details support a main idea in a

paragraph • Recognizes that sentences in a paragraph all relate to

one central idea Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies examples of poetry • Recognizes a variety of personal writing formats (e.g.,

notes, lists, messages) • Recognizes examples of friendly letters

• Identifies examples of make-believe stories • Identifies narrative writing that tells or illustrates a

story* • Recognizes a variety of personal writing formats (e.g.,

notes, lists, messages) • Knows the parts of a friendly letter

New Vocabulary: command, cookbook, essay, exclamation, invitation, play, sentence fragment, sign, thank you note, word order

New Vocabulary: greeting

New Signs and Symbols: ? question mark New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: 171 - 180

Skills and Concepts to Enhance Below 171

Skills and Concepts to Develop 171 - 180

Skills and Concepts to Introduce 181 - 190

Use Appropriate Sentence Structure Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Selects an appropriate subject to complete a sentence* • Selects an appropriate predicate to complete a sentence • Identifies complete sentences in written compositions • Identifies sentences that ask questions (interrogative

sentences)

• Selects an appropriate subject to complete a sentence* • Selects an appropriate predicate to complete a sentence • Identifies complete sentences in written compositions • Recognizes interrogative sentences as the correct form • Identifies sentences that make statements (declarative

sentences) • Identifies sentences that ask questions (interrogative

sentences)

• Selects a subject to complete a sentence* • Selects a predicate to complete a sentence • Identifies complete sentences in a written composition • Uses exclamatory sentences in written compositions* • Uses imperative sentences in written compositions* • Identifies declarative sentences • Recognizes sentences that show strong feeling

(exclamatory sentences) • Recognizes sentences that are commands or directions

(imperative sentences) • Uses declarative sentences in written compositions* • Uses interrogative sentences in written compositions* • Identifies interrogative sentences

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Identifies writing samples for clarity appropriate to author's purpose

• Adapts writing for different audiences (e.g., focus, organization, point of view)*

• Identifies writing appropriate to purpose (to inform) • Identifies writing appropriate to purpose (to

entertain)* Use Paragraph Form Use Paragraph Form Use Paragraph Form • Determines which details support a main idea in a

paragraph • Determines which details support a main idea in a

paragraph • Recognizes that sentences in a paragraph all relate to

one central idea

• Creates multi-paragraph compositions* • Recognizes an introductory paragraph that introduces

a main topic* • Arranges sentences sequentially • Arranges sentences logically • Determines details that support the main idea of a

paragraph • Evaluates the best way to develop a topic with

supporting details • Identifies the topic sentence of a paragraph • Recognizes that sentences in a paragraph relate to one

central idea

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Use Appropriate Forms of Writing Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies examples of poetry • Recognizes a variety of personal writing formats (e.g.,

notes, lists, messages) • Recognizes examples of friendly letters

• Identifies examples of make-believe stories • Identifies narrative writing that tells or illustrates a

story* • Recognizes a variety of personal writing formats (e.g.,

notes, lists, messages) • Knows the parts of a friendly letter

• Identifies a variety of narrative writing formats (e.g., stories, novels, plays)

• Understands the purpose of a personal narrative* • Identifies the purpose of expository writing* • Identifies examples of expository writing • Selects the introductory sentence for expository writing • Identifies persuasive writing* • Identifies examples of personal writing* • Identifies the parts of a friendly letter • Recognizes a variety of personal writing formats (e.g.,

invitations, journals, reading logs) • Knows appropriate purpose and use of business letters

New Vocabulary: command, cookbook, essay, exclamation, invitation, play, sentence fragment, sign, thank you note, word order

New Vocabulary: greeting New Vocabulary: advertise, argument, audience, autobiography, bibliography, book report, chronological order, closing, composition, creative writing, description, diary, drama, ending, exclamatory sentence, expository writing, fiction, figurative language, formal essay, friendly letter, heading, indent, introduction, literary analysis, main topic, manual, memo, novel, persuasive writing, quotation, review, run-on sentence, signature, supporting detail, to entertain, to inform, to persuade, topic sentence

New Signs and Symbols: ? question mark New Signs and Symbols: none New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: 181 - 190

Skills and Concepts to Enhance 171 - 180

Skills and Concepts to Develop 181 - 190

Skills and Concepts to Introduce 191 - 200

Use Appropriate Sentence Structure Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Selects an appropriate subject to complete a sentence* • Selects an appropriate predicate to complete a sentence • Identifies complete sentences in written compositions • Recognizes interrogative sentences as the correct form • Identifies sentences that make statements (declarative

sentences) • Identifies sentences that ask questions (interrogative

sentences)

• Selects a subject to complete a sentence* • Selects a predicate to complete a sentence • Identifies complete sentences in a written composition • Uses exclamatory sentences in written compositions* • Uses imperative sentences in written compositions* • Identifies declarative sentences • Recognizes sentences that show strong feeling

(exclamatory sentences) • Recognizes sentences that are commands or directions

(imperative sentences) • Uses declarative sentences in written compositions* • Uses interrogative sentences in written compositions* • Identifies interrogative sentences

• Identifies the subject in a sentence • Selects a subject to complete a sentence* • Identifies the predicate of a sentence* • Selects a predicate to complete a sentence • Distinguishes between the subject and the predicate of

a sentence • Identifies complete sentences in a written composition • Converts clauses, phrases, and sentence fragments into

complete sentences • Uses exclamatory sentences in written compositions* • Uses imperative sentences in written compositions* • Identifies declarative sentences • Recognizes sentences that show strong feeling

(exclamatory sentences) • Recognizes sentences that are commands or directions

(imperative sentences) • Uses declarative sentences in written compositions* • Uses interrogative sentences in written compositions* • Identifies interrogative sentences

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Identifies writing samples for clarity appropriate to author's purpose

• Adapts writing for different audiences (e.g., focus, organization, point of view)*

• Identifies writing appropriate to purpose (to inform) • Identifies writing appropriate to purpose (to

entertain)*

• Uses appropriate word choice relative to audience • Evaluates writing to determine appropriate style for a

given audience • Uses writing elements appropriate to audience (e.g.,

style, structure, language) • Assesses language to determine which is most

appropriate for a given purpose • Identifies writing appropriate to purpose (to inform) • Identifies writing appropriate to purpose (to

entertain)* • Assesses writing for clarity appropriate to purpose

Use Paragraph Form Use Paragraph Form Use Paragraph Form • Determines which details support a main idea in a

paragraph • Creates multi-paragraph compositions* • Creates multi-paragraph compositions*

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

• Recognizes that sentences in a paragraph all relate to one central idea

• Recognizes an introductory paragraph that introduces a main topic*

• Arranges sentences sequentially • Arranges sentences logically • Determines details that support the main idea of a

paragraph • Evaluates the best way to develop a topic with

supporting details • Identifies the topic sentence of a paragraph • Recognizes that sentences in a paragraph relate to one

central idea

• Recognizes an introductory paragraph that introduces a main topic*

• Uses concluding sentences in paragraphs • Arranges sentences sequentially • Arranges sentences logically • Determines details that support the main idea of a

paragraph • Evaluates the best way to develop a topic with

supporting details • Identifies the topic sentence of a paragraph

Use Appropriate Forms of Writing Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies examples of make-believe stories • Identifies narrative writing that tells or illustrates a

story* • Recognizes a variety of personal writing formats (e.g.,

notes, lists, messages) • Knows the parts of a friendly letter

• Identifies a variety of narrative writing formats (e.g., stories, novels, plays)

• Understands the purpose of a personal narrative* • Identifies the purpose of expository writing* • Identifies examples of expository writing • Selects the introductory sentence for expository writing • Identifies persuasive writing* • Identifies examples of personal writing* • Identifies the parts of a friendly letter • Recognizes a variety of personal writing formats (e.g.,

invitations, journals, reading logs) • Knows appropriate purpose and use of business letters

• Identifies a variety of narrative writing formats (e.g., stories, novels, plays)

• Understands the purpose of a personal narrative* • Identifies descriptive writing • Identifies the purpose of expository writing* • Identifies examples of expository writing • Chooses the appropriate format for expository writing* • Identifies relevant and factual information in reports • Identifies persuasive writing* • Recognizes examples of poetry • Identifies characteristics of poetry • Selects appropriate salutations and closings for

business letters • Evaluates the clarity and accuracy of directions and/or

instructions • Describes the purpose of various personal writing

formats • Identifies examples of personal writing* • Identifies the parts of a friendly letter • Recognizes the purpose and format of a friendly letter • Recognizes a variety of personal writing formats (e.g.,

invitations, journals, reading logs) • Knows appropriate purpose and use of business letters • Recognizes and describes the format of business

documents (e.g., letters, memos, directions) New Vocabulary: greeting New Vocabulary: advertise, argument, audience,

autobiography, bibliography, book report, chronological order, closing, composition, creative writing, description, diary, drama, ending, exclamatory sentence, expository writing, fiction, figurative language, formal essay, friendly letter, heading, indent, introduction, literary analysis,

New Vocabulary: classified ad, clause, descriptive writing, editorial, expository, formal language, format, journalism, main clause, narrative writing, predicate, resumé, slang

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

main topic, manual, memo, novel, persuasive writing, quotation, review, run-on sentence, signature, supporting detail, to entertain, to inform, to persuade, topic sentence

New Signs and Symbols: none New Signs and Symbols: none New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: 191 - 200

Skills and Concepts to Enhance 181 - 190

Skills and Concepts to Develop 191 - 200

Skills and Concepts to Introduce 201 - 210

Use Appropriate Sentence Structure Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Selects a subject to complete a sentence* • Selects a predicate to complete a sentence • Identifies complete sentences in a written composition • Uses exclamatory sentences in written compositions* • Uses imperative sentences in written compositions* • Identifies declarative sentences • Recognizes sentences that show strong feeling

(exclamatory sentences) • Recognizes sentences that are commands or directions

(imperative sentences) • Uses declarative sentences in written compositions* • Uses interrogative sentences in written compositions* • Identifies interrogative sentences

• Identifies the subject in a sentence • Selects a subject to complete a sentence* • Identifies the predicate of a sentence* • Selects a predicate to complete a sentence • Distinguishes between the subject and the predicate of

a sentence • Identifies complete sentences in a written composition • Converts clauses, phrases, and sentence fragments into

complete sentences • Uses exclamatory sentences in written compositions* • Uses imperative sentences in written compositions* • Identifies declarative sentences • Recognizes sentences that show strong feeling

(exclamatory sentences) • Recognizes sentences that are commands or directions

(imperative sentences) • Uses declarative sentences in written compositions* • Uses interrogative sentences in written compositions* • Identifies interrogative sentences

• Identifies the subject of a sentence in writing* • Selects the correct subject to complete a sentence* • Selects the correct predicate to complete a sentence* • Converts clauses, phrases, and sentence fragments into

complete sentences • Identifies a complete sentence in writing • Identifies declarative sentences in written compositions • Identifies interrogative sentences in written

compositions • Identifies exclamatory sentences in written

compositions • Identifies imperative sentences in written compositions

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Adapts writing for different audiences (e.g., focus, organization, point of view)*

• Identifies writing appropriate to purpose (to inform) • Identifies writing appropriate to purpose (to

entertain)*

• Uses appropriate word choice relative to audience • Evaluates writing to determine appropriate style for a

given audience • Uses writing elements appropriate to audience (e.g.,

style, structure, language) • Assesses language to determine which is most

appropriate for a given purpose • Identifies writing appropriate to purpose (to inform) • Identifies writing appropriate to purpose (to

entertain)* • Assesses writing for clarity appropriate to purpose

• Uses appropriate word choice relative to audience • Selects appropriate word choice for a given audience* • Identifies writing appropriate to purpose (to persuade) • Analyzes writing to determine the purpose (to

entertain) • Analyzes writing to determine the purpose (to inform) • Analyzes appropriate language for a given purpose • Analyzes writing for clarity appropriate to purpose

Use Paragraph Form Use Paragraph Form Use Paragraph Form • Creates multi-paragraph compositions* • Creates multi-paragraph compositions* • Arranges sentences in a sequential order

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

• Recognizes an introductory paragraph that introduces a main topic*

• Arranges sentences sequentially • Arranges sentences logically • Determines details that support the main idea of a

paragraph • Evaluates the best way to develop a topic with

supporting details • Identifies the topic sentence of a paragraph • Recognizes that sentences in a paragraph relate to one

central idea

• Recognizes an introductory paragraph that introduces a main topic*

• Uses concluding sentences in paragraphs • Arranges sentences sequentially • Arranges sentences logically • Determines details that support the main idea of a

paragraph • Evaluates the best way to develop a topic with

supporting details • Identifies the topic sentence of a paragraph

• Arranges sentences in a logical order • Organizes sentences in a paragraph around a main

idea* • Determines which details support the main idea of a

paragraph • Evaluates the best way to develop a given topic with

supporting details • Identifies the topic sentence for a paragraph • Uses clear transitional words and phrases*

Use Appropriate Forms of Writing Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies a variety of narrative writing formats (e.g.,

stories, novels, plays) • Understands the purpose of a personal narrative* • Identifies the purpose of expository writing* • Identifies examples of expository writing • Selects the introductory sentence for expository writing • Identifies persuasive writing* • Identifies examples of personal writing* • Identifies the parts of a friendly letter • Recognizes a variety of personal writing formats (e.g.,

invitations, journals, reading logs) • Knows appropriate purpose and use of business letters

• Identifies a variety of narrative writing formats (e.g., stories, novels, plays)

• Understands the purpose of a personal narrative* • Identifies descriptive writing • Identifies the purpose of expository writing* • Identifies examples of expository writing • Chooses the appropriate format for expository writing* • Identifies relevant and factual information in reports • Identifies persuasive writing* • Recognizes examples of poetry • Identifies characteristics of poetry • Selects appropriate salutations and closings for

business letters • Evaluates the clarity and accuracy of directions and/or

instructions • Describes the purpose of various personal writing

formats • Identifies examples of personal writing* • Identifies the parts of a friendly letter • Recognizes the purpose and format of a friendly letter • Recognizes a variety of personal writing formats (e.g.,

invitations, journals, reading logs) • Knows appropriate purpose and use of business letters • Recognizes and describes the format of business

documents (e.g., letters, memos, directions)

• Identifies examples of narrative writing • Identifies appropriate organization for narrative

writing* • Identifies descriptive writing • Identifies characteristics of descriptive writing* • Identifies appropriate organization for descriptive

writing* • Chooses the appropriate format for expository writing* • Identifies relevant and factual information in reports • Identifies the characteristics of expository text • Determines effective organization for expository

writing* • Determines appropriate format for expository writing* • Identifies persuasive writing as the appropriate form

for the purpose • Identifies examples of persuasive writing • Determines the most appropriate thesis statement in a

persuasive essay • Recognizes appropriate organization for persuasive

writing* • Recognizes the elements and characteristics of poetry • Selects appropriate salutations and closings for

business letters • Addresses envelopes of personal letters • Recognizes the purpose and format of a friendly letter • Recognizes and describes the purpose of different

forms of business writing (e.g., resumés, directions, processes)

• Clarifies the organization of directions and/or instructions

• Recognizes and describes the format of business

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

documents (e.g., letters, memos, directions) • Uses a logical sequence in directions and/or

instructions • Recognizes the purpose of various personal writing

formats • Identifies examples of personal writing formats • Recognizes a variety of personal writing formats (e.g.,

letters, messages, journals)* • Recognizes the purpose and format of all parts of a

friendly letter • Identifies appropriate organization for business

correspondence* New Vocabulary: advertise, argument, audience, autobiography, bibliography, book report, chronological order, closing, composition, creative writing, description, diary, drama, ending, exclamatory sentence, expository writing, fiction, figurative language, formal essay, friendly letter, heading, indent, introduction, literary analysis, main topic, manual, memo, novel, persuasive writing, quotation, review, run-on sentence, signature, supporting detail, to entertain, to inform, to persuade, topic sentence

New Vocabulary: classified ad, clause, descriptive writing, editorial, expository, formal language, format, journalism, main clause, narrative writing, predicate, resumé, slang

New Vocabulary: analyze, argumentative, argumentative essay, declarative sentence, dependent clause, direct quotation, expository essay, informative essay, interrogative sentence, language, linking verb, main verb, parody, prepositional phrase, process essay, subordinate clause, thesis statement, verse, visualize

New Signs and Symbols: none New Signs and Symbols: none New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: 201 - 210

Skills and Concepts to Enhance 191 - 200

Skills and Concepts to Develop 201 - 210

Skills and Concepts to Introduce 211 - 220

Use Appropriate Sentence Structure Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Identifies the subject in a sentence • Selects a subject to complete a sentence* • Identifies the predicate of a sentence* • Selects a predicate to complete a sentence • Distinguishes between the subject and the predicate of

a sentence • Identifies complete sentences in a written composition • Converts clauses, phrases, and sentence fragments into

complete sentences • Uses exclamatory sentences in written compositions* • Uses imperative sentences in written compositions* • Identifies declarative sentences • Recognizes sentences that show strong feeling

(exclamatory sentences) • Recognizes sentences that are commands or directions

(imperative sentences) • Uses declarative sentences in written compositions* • Uses interrogative sentences in written compositions* • Identifies interrogative sentences

• Identifies the subject of a sentence in writing* • Selects the correct subject to complete a sentence* • Selects the correct predicate to complete a sentence* • Converts clauses, phrases, and sentence fragments into

complete sentences • Identifies a complete sentence in writing • Identifies declarative sentences in written compositions • Identifies interrogative sentences in written

compositions • Identifies exclamatory sentences in written

compositions • Identifies imperative sentences in written compositions

• Identifies the subject of a sentence in writing* • Selects the correct subject to complete a sentence* • Selects the correct predicate to complete a sentence* • Identifies sentence fragments in writing • Identifies a complete sentence in writing • Identifies declarative sentences in written compositions • Identifies interrogative sentences in written

compositions • Identifies imperative sentences in written compositions

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Uses appropriate word choice relative to audience • Evaluates writing to determine appropriate style for a

given audience • Uses writing elements appropriate to audience (e.g.,

style, structure, language) • Assesses language to determine which is most

appropriate for a given purpose • Identifies writing appropriate to purpose (to inform) • Identifies writing appropriate to purpose (to

entertain)* • Assesses writing for clarity appropriate to purpose

• Uses appropriate word choice relative to audience • Selects appropriate word choice for a given audience* • Identifies writing appropriate to purpose (to persuade) • Analyzes writing to determine the purpose (to

entertain) • Analyzes writing to determine the purpose (to inform) • Analyzes appropriate language for a given purpose • Analyzes writing for clarity appropriate to purpose

• Evaluates writing to determine appropriate tone for a given audience

• Analyzes writing to determine the purpose (to persuade)

• Analyzes appropriate language for a given purpose • Evaluates writing to determine style appropriate to

purpose

Use Paragraph Form Use Paragraph Form Use Paragraph Form • Creates multi-paragraph compositions* • Arranges sentences in a sequential order • Arranges sentences in a sequential order

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

• Recognizes an introductory paragraph that introduces a main topic*

• Uses concluding sentences in paragraphs • Arranges sentences sequentially • Arranges sentences logically • Determines details that support the main idea of a

paragraph • Evaluates the best way to develop a topic with

supporting details • Identifies the topic sentence of a paragraph

• Arranges sentences in a logical order • Organizes sentences in a paragraph around a main

idea* • Determines which details support the main idea of a

paragraph • Evaluates the best way to develop a given topic with

supporting details • Identifies the topic sentence for a paragraph • Uses clear transitional words and phrases*

• Arranges sentences in a logical order • Uses concluding sentences • Organizes sentences in a paragraph around a main

idea* • Analyzes writing to create multi-paragraph

compositions • Determines which details support the main idea of a

paragraph • Evaluates the best way to develop a given topic with

supporting details • Identifies the topic sentence for a paragraph • Selects the best topic sentence for a paragraph • Identifies the topic sentence when it is not the first

sentence • Uses clear transitional words and phrases* • Recognizes transitional words and phrases

Use Appropriate Forms of Writing Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies a variety of narrative writing formats (e.g.,

stories, novels, plays) • Understands the purpose of a personal narrative* • Identifies descriptive writing • Identifies the purpose of expository writing* • Identifies examples of expository writing • Chooses the appropriate format for expository writing* • Identifies relevant and factual information in reports • Identifies persuasive writing* • Recognizes examples of poetry • Identifies characteristics of poetry • Selects appropriate salutations and closings for

business letters • Evaluates the clarity and accuracy of directions and/or

instructions • Describes the purpose of various personal writing

formats • Identifies examples of personal writing* • Identifies the parts of a friendly letter • Recognizes the purpose and format of a friendly letter • Recognizes a variety of personal writing formats (e.g.,

invitations, journals, reading logs) • Knows appropriate purpose and use of business letters • Recognizes and describes the format of business

documents (e.g., letters, memos, directions)

• Identifies examples of narrative writing • Identifies appropriate organization for narrative

writing* • Identifies descriptive writing • Identifies characteristics of descriptive writing* • Identifies appropriate organization for descriptive

writing* • Chooses the appropriate format for expository writing* • Identifies relevant and factual information in reports • Identifies the characteristics of expository text • Determines effective organization for expository

writing* • Determines appropriate format for expository writing* • Identifies persuasive writing as the appropriate form

for the purpose • Identifies examples of persuasive writing • Determines the most appropriate thesis statement in a

persuasive essay • Recognizes appropriate organization for persuasive

writing* • Recognizes the elements and characteristics of poetry • Selects appropriate salutations and closings for

business letters • Addresses envelopes of personal letters • Recognizes the purpose and format of a friendly letter • Recognizes and describes the purpose of different

• Identifies examples of narrative writing • Identifies appropriate organization for narrative

writing* • Identifies characteristics of descriptive writing* • Identifies appropriate organization for descriptive

writing* • Identifies examples of expository text • Determines effective organization for expository

writing* • Determines appropriate format for expository writing* • Identifies persuasive writing as the appropriate form

for the purpose • Identifies examples of persuasive writing • Determines the most appropriate thesis statement in a

persuasive essay • Selects relevant topics for persuasive writing • Recognizes appropriate organization for persuasive

writing* • Recognizes the organization of effective arguments • Recognizes the elements and characteristics of poetry • Identifies various forms of poetry • Classifies examples of business writing • Clarifies the organization of directions and/or

instructions • Recognizes a variety of personal writing formats (e.g.,

letters, messages, journals)*

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

forms of business writing (e.g., resumés, directions, processes)

• Clarifies the organization of directions and/or instructions

• Recognizes and describes the format of business documents (e.g., letters, memos, directions)

• Uses a logical sequence in directions and/or instructions

• Recognizes the purpose of various personal writing formats

• Identifies examples of personal writing formats • Recognizes a variety of personal writing formats (e.g.,

letters, messages, journals)* • Recognizes the purpose and format of all parts of a

friendly letter • Identifies appropriate organization for business

correspondence*

• Identifies appropriate organization for business correspondence*

New Vocabulary: classified ad, clause, descriptive writing, editorial, expository, formal language, format, journalism, main clause, narrative writing, predicate, resumé, slang

New Vocabulary: analyze, argumentative, argumentative essay, declarative sentence, dependent clause, direct quotation, expository essay, informative essay, interrogative sentence, language, linking verb, main verb, parody, prepositional phrase, process essay, subordinate clause, thesis statement, verse, visualize

New Vocabulary: contrast, documentation, journalistic, limerick, to explain

New Signs and Symbols: none New Signs and Symbols: none New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: 211 - 220

Skills and Concepts to Enhance 201 - 210

Skills and Concepts to Develop 211 - 220

Skills and Concepts to Introduce 221 - 230

Use Appropriate Sentence Structure Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Identifies the subject of a sentence in writing* • Selects the correct subject to complete a sentence* • Selects the correct predicate to complete a sentence* • Converts clauses, phrases, and sentence fragments into

complete sentences • Identifies a complete sentence in writing • Identifies declarative sentences in written compositions • Identifies interrogative sentences in written

compositions • Identifies exclamatory sentences in written

compositions • Identifies imperative sentences in written compositions

• Identifies the subject of a sentence in writing* • Selects the correct subject to complete a sentence* • Selects the correct predicate to complete a sentence* • Identifies sentence fragments in writing • Identifies a complete sentence in writing • Identifies declarative sentences in written compositions • Identifies interrogative sentences in written

compositions • Identifies imperative sentences in written compositions

• Identifies the predicate of a sentence in writing • Selects the correct predicate to complete a sentence* • Identifies complete sentences in writing • Identifies independent and dependent clauses

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Uses appropriate word choice relative to audience • Selects appropriate word choice for a given audience* • Identifies writing appropriate to purpose (to persuade) • Analyzes writing to determine the purpose (to

entertain) • Analyzes writing to determine the purpose (to inform) • Analyzes appropriate language for a given purpose • Analyzes writing for clarity appropriate to purpose

• Evaluates writing to determine appropriate tone for a given audience

• Analyzes writing to determine the purpose (to persuade)

• Analyzes appropriate language for a given purpose • Evaluates writing to determine style appropriate to

purpose

• Uses writing elements appropriate to audience (e.g., language, style, structure)*

• Recognizes writing that is written to analyze* • Recognizes writing that is written to persuade • Recognizes writing that is written to entertain* • Recognizes writing that is written to reflect* • Recognizes writing that is written to inform* • Identifies bibliographic resources in research* • Recognizes appropriate style for citing sources

Use Paragraph Form Use Paragraph Form Use Paragraph Form • Arranges sentences in a sequential order • Arranges sentences in a logical order • Organizes sentences in a paragraph around a main

idea* • Determines which details support the main idea of a

paragraph • Evaluates the best way to develop a given topic with

supporting details • Identifies the topic sentence for a paragraph • Uses clear transitional words and phrases*

• Arranges sentences in a sequential order • Arranges sentences in a logical order • Uses concluding sentences • Organizes sentences in a paragraph around a main

idea* • Analyzes writing to create multi-paragraph

compositions • Determines which details support the main idea of a

paragraph • Evaluates the best way to develop a given topic with

• Analyzes writing in creating multiple-paragraph compositions*

• Determines supporting details of a main idea in a paragraph

• Selects the best topic sentence for a paragraph • Identifies the topic sentence when it is not the first

sentence • Uses clear transitional words and phrases in writing • Recognizes transitional words and phrases in writing

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

supporting details • Identifies the topic sentence for a paragraph • Selects the best topic sentence for a paragraph • Identifies the topic sentence when it is not the first

sentence • Uses clear transitional words and phrases* • Recognizes transitional words and phrases

Use Appropriate Forms of Writing Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies examples of narrative writing • Identifies appropriate organization for narrative

writing* • Identifies descriptive writing • Identifies characteristics of descriptive writing* • Identifies appropriate organization for descriptive

writing* • Chooses the appropriate format for expository writing* • Identifies relevant and factual information in reports • Identifies the characteristics of expository text • Determines effective organization for expository

writing* • Determines appropriate format for expository writing* • Identifies persuasive writing as the appropriate form

for the purpose • Identifies examples of persuasive writing • Determines the most appropriate thesis statement in a

persuasive essay • Recognizes appropriate organization for persuasive

writing* • Recognizes the elements and characteristics of poetry • Selects appropriate salutations and closings for

business letters • Addresses envelopes of personal letters • Recognizes the purpose and format of a friendly letter • Recognizes and describes the purpose of different

forms of business writing (e.g., resumés, directions, processes)

• Clarifies the organization of directions and/or instructions

• Recognizes and describes the format of business documents (e.g., letters, memos, directions)

• Uses a logical sequence in directions and/or instructions

• Recognizes the purpose of various personal writing

• Identifies examples of narrative writing • Identifies appropriate organization for narrative

writing* • Identifies characteristics of descriptive writing* • Identifies appropriate organization for descriptive

writing* • Identifies examples of expository text • Determines effective organization for expository

writing* • Determines appropriate format for expository writing* • Identifies persuasive writing as the appropriate form

for the purpose • Identifies examples of persuasive writing • Determines the most appropriate thesis statement in a

persuasive essay • Selects relevant topics for persuasive writing • Recognizes appropriate organization for persuasive

writing* • Recognizes the organization of effective arguments • Recognizes the elements and characteristics of poetry • Identifies various forms of poetry • Classifies examples of business writing • Clarifies the organization of directions and/or

instructions • Recognizes a variety of personal writing formats (e.g.,

letters, messages, journals)* • Identifies appropriate organization for business

correspondence*

• Recognizes a variety of narrative writing formats* • Recognizes appropriate organization for narrative

writing* • Recognizes characteristics of descriptive writing* • Selects appropriate organization for descriptive

writing* • Identifies examples of expository text • Recognizes the characteristics of expository text* • Evaluates appropriate topics for expository text* • Selects effective organization for expository writing* • Identifies the thesis statement for persuasive writing • Uses counter arguments in persuasive essays • Recognizes and selects cause and effect reasoning in

essays* • Recognizes and selects compare and contrast reasoning

in essays* • Identifies essays that persuade* • Identifies appropriate organization for persuasive

writing* • Examines the use of alliteration in poetry • Examines the use of onomatopoeia in poetry* • Examines various forms of poetry* • Chooses the most effective business format to achieve

the given purpose (e.g., memos, procedures, manuals) • Uses language and tone appropriate to business

communications* • Recognizes and describes the format of business

documents (e.g., reports, letters, memos) • Uses writing to respond to literature • Recognizes a variety of personal writing formats (e.g.,

letters, reflections, personal journals)* • Identifies appropriate organization for business

correspondence*

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

formats • Identifies examples of personal writing formats • Recognizes a variety of personal writing formats (e.g.,

letters, messages, journals)* • Recognizes the purpose and format of all parts of a

friendly letter • Identifies appropriate organization for business

correspondence* New Vocabulary: analyze, argumentative, argumentative essay, declarative sentence, dependent clause, direct quotation, expository essay, informative essay, interrogative sentence, language, linking verb, main verb, parody, prepositional phrase, process essay, subordinate clause, thesis statement, verse, visualize

New Vocabulary: contrast, documentation, journalistic, limerick, to explain

New Vocabulary: allegory, analysis, application, epic poem, expository paragraph, how-to essay, literary response, persuasive argument, plagiarize, symbolism, tragedy

New Signs and Symbols: none New Signs and Symbols: none New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: 221 - 230

Skills and Concepts to Enhance 211 - 220

Skills and Concepts to Develop 221 - 230

Skills and Concepts to Introduce Above 230

Use Appropriate Sentence Structure Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Identifies the subject of a sentence in writing* • Selects the correct subject to complete a sentence* • Selects the correct predicate to complete a sentence* • Identifies sentence fragments in writing • Identifies a complete sentence in writing • Identifies declarative sentences in written compositions • Identifies interrogative sentences in written

compositions • Identifies imperative sentences in written compositions

• Identifies the predicate of a sentence in writing • Selects the correct predicate to complete a sentence* • Identifies complete sentences in writing • Identifies independent and dependent clauses

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Evaluates writing to determine appropriate tone for a given audience

• Analyzes writing to determine the purpose (to persuade)

• Analyzes appropriate language for a given purpose • Evaluates writing to determine style appropriate to

purpose

• Uses writing elements appropriate to audience (e.g., language, style, structure)*

• Recognizes writing that is written to analyze* • Recognizes writing that is written to persuade • Recognizes writing that is written to entertain* • Recognizes writing that is written to reflect* • Recognizes writing that is written to inform* • Identifies bibliographic resources in research* • Recognizes appropriate style for citing sources

• Uses writing elements appropriate to audience (e.g., language, style, structure)*

• Recognizes writing that is written to analyze* • Recognizes writing that is written to persuade • Recognizes writing that is written to entertain* • Recognizes writing that is written to reflect* • Recognizes writing that is written to inform* • Identifies bibliographic resources in research* • Recognizes appropriate style for citing sources

Use Paragraph Form Use Paragraph Form Use Paragraph Form • Arranges sentences in a sequential order • Arranges sentences in a logical order • Uses concluding sentences • Organizes sentences in a paragraph around a main

idea* • Analyzes writing to create multi-paragraph

compositions • Determines which details support the main idea of a

paragraph • Evaluates the best way to develop a given topic with

supporting details • Identifies the topic sentence for a paragraph • Selects the best topic sentence for a paragraph

• Analyzes writing in creating multiple-paragraph compositions*

• Determines supporting details of a main idea in a paragraph

• Selects the best topic sentence for a paragraph • Identifies the topic sentence when it is not the first

sentence • Uses clear transitional words and phrases in writing • Recognizes transitional words and phrases in writing

• Analyzes writing in creating multiple-paragraph compositions*

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

• Identifies the topic sentence when it is not the first sentence

• Uses clear transitional words and phrases* • Recognizes transitional words and phrases Use Appropriate Forms of Writing Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Identifies examples of narrative writing • Identifies appropriate organization for narrative

writing* • Identifies characteristics of descriptive writing* • Identifies appropriate organization for descriptive

writing* • Identifies examples of expository text • Determines effective organization for expository

writing* • Determines appropriate format for expository writing* • Identifies persuasive writing as the appropriate form

for the purpose • Identifies examples of persuasive writing • Determines the most appropriate thesis statement in a

persuasive essay • Selects relevant topics for persuasive writing • Recognizes appropriate organization for persuasive

writing* • Recognizes the organization of effective arguments • Recognizes the elements and characteristics of poetry • Identifies various forms of poetry • Classifies examples of business writing • Clarifies the organization of directions and/or

instructions • Recognizes a variety of personal writing formats (e.g.,

letters, messages, journals)* • Identifies appropriate organization for business

correspondence*

• Recognizes a variety of narrative writing formats* • Recognizes appropriate organization for narrative

writing* • Recognizes characteristics of descriptive writing* • Selects appropriate organization for descriptive

writing* • Identifies examples of expository text • Recognizes the characteristics of expository text* • Evaluates appropriate topics for expository text* • Selects effective organization for expository writing* • Identifies the thesis statement for persuasive writing • Uses counter arguments in persuasive essays • Recognizes and selects cause and effect reasoning in

essays* • Recognizes and selects compare and contrast reasoning

in essays* • Identifies essays that persuade* • Identifies appropriate organization for persuasive

writing* • Examines the use of alliteration in poetry • Examines the use of onomatopoeia in poetry* • Examines various forms of poetry* • Chooses the most effective business format to achieve

the given purpose (e.g., memos, procedures, manuals) • Uses language and tone appropriate to business

communications* • Recognizes and describes the format of business

documents (e.g., reports, letters, memos) • Uses writing to respond to literature • Recognizes a variety of personal writing formats (e.g.,

letters, reflections, personal journals)* • Identifies appropriate organization for business

correspondence*

• Recognizes a variety of narrative writing formats* • Recognizes appropriate organization for narrative

writing* • Recognizes characteristics of descriptive writing* • Selects appropriate organization for descriptive

writing* • Recognizes the characteristics of expository text* • Evaluates appropriate topics for expository text* • Selects effective organization for expository writing* • Uses evidence in support of a thesis statement • Identifies the thesis statement for persuasive writing • Recognizes and selects cause and effect reasoning in

essays* • Recognizes and selects compare and contrast reasoning

in essays* • Identifies essays that persuade* • Identifies appropriate organization for persuasive

writing* • Examines the use of onomatopoeia in poetry* • Examines various forms of poetry* • Uses language and tone appropriate to business

communications* • Recognizes a variety of personal writing formats (e.g.,

letters, reflections, personal journals)* • Identifies appropriate organization for business

correspondence*

New Vocabulary: contrast, documentation, journalistic, limerick, to explain

New Vocabulary: allegory, analysis, application, epic poem, expository paragraph, how-to essay, literary response, persuasive argument, plagiarize, symbolism, tragedy

New Vocabulary: supporting evidence

New Signs and Symbols: none New Signs and Symbols: none New Signs and Symbols: none

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

Subject: Language Usage Goal Strand: Composition Structure RIT Score Range: Above 230

Skills and Concepts to Enhance 221 - 230

Skills and Concepts to Develop Above 230

Use Appropriate Sentence Structure Use Appropriate Sentence Structure • Identifies the predicate of a sentence in writing • Selects the correct predicate to complete a sentence* • Identifies complete sentences in writing • Identifies independent and dependent clauses

Produce Forms Appropriate to Purpose and Audience

Produce Forms Appropriate to Purpose and Audience

• Uses writing elements appropriate to audience (e.g., language, style, structure)*

• Recognizes writing that is written to analyze* • Recognizes writing that is written to persuade • Recognizes writing that is written to entertain* • Recognizes writing that is written to reflect* • Recognizes writing that is written to inform* • Identifies bibliographic resources in research* • Recognizes appropriate style for citing sources

• Uses writing elements appropriate to audience (e.g., language, style, structure)*

• Recognizes writing that is written to analyze* • Recognizes writing that is written to persuade • Recognizes writing that is written to entertain* • Recognizes writing that is written to reflect* • Recognizes writing that is written to inform* • Identifies bibliographic resources in research* • Recognizes appropriate style for citing sources

Use Paragraph Form Use Paragraph Form • Analyzes writing in creating multiple-paragraph

compositions* • Determines supporting details of a main idea in a

paragraph • Selects the best topic sentence for a paragraph • Identifies the topic sentence when it is not the first

sentence • Uses clear transitional words and phrases in writing • Recognizes transitional words and phrases in writing

• Analyzes writing in creating multiple-paragraph compositions*

Use Appropriate Forms of Writing Use Appropriate Forms of Writing • Recognizes a variety of narrative writing formats* • Recognizes appropriate organization for narrative

writing* • Recognizes characteristics of descriptive writing* • Selects appropriate organization for descriptive

writing* • Identifies examples of expository text • Recognizes the characteristics of expository text*

• Recognizes a variety of narrative writing formats* • Recognizes appropriate organization for narrative

writing* • Recognizes characteristics of descriptive writing* • Selects appropriate organization for descriptive

writing* • Recognizes the characteristics of expository text* • Evaluates appropriate topics for expository text*

©2004 NWEA. DesCartes: A Continuum of Learning is the exclusive copyrighted property of NWEA. Unauthorized use, reproduction, or distribution is prohibited. NM 2.2.1 * Both data from test items and review by NWEA curriculum specialists are used to place learning continuum statements into appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.

• Evaluates appropriate topics for expository text* • Selects effective organization for expository writing* • Identifies the thesis statement for persuasive writing • Uses counter arguments in persuasive essays • Recognizes and selects cause and effect reasoning in

essays* • Recognizes and selects compare and contrast reasoning

in essays* • Identifies essays that persuade* • Identifies appropriate organization for persuasive

writing* • Examines the use of alliteration in poetry • Examines the use of onomatopoeia in poetry* • Examines various forms of poetry* • Chooses the most effective business format to achieve

the given purpose (e.g., memos, procedures, manuals) • Uses language and tone appropriate to business

communications* • Recognizes and describes the format of business

documents (e.g., reports, letters, memos) • Uses writing to respond to literature • Recognizes a variety of personal writing formats (e.g.,

letters, reflections, personal journals)* • Identifies appropriate organization for business

correspondence*

• Selects effective organization for expository writing* • Uses evidence in support of a thesis statement • Identifies the thesis statement for persuasive writing • Recognizes and selects cause and effect reasoning in

essays* • Recognizes and selects compare and contrast reasoning

in essays* • Identifies essays that persuade* • Identifies appropriate organization for persuasive

writing* • Examines the use of onomatopoeia in poetry* • Examines various forms of poetry* • Uses language and tone appropriate to business

communications* • Recognizes a variety of personal writing formats (e.g.,

letters, reflections, personal journals)* • Identifies appropriate organization for business

correspondence*

New Vocabulary: allegory, analysis, application, epic poem, expository paragraph, how-to essay, literary response, persuasive argument, plagiarize, symbolism, tragedy

New Vocabulary: supporting evidence

New Signs and Symbols: none New Signs and Symbols: none