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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Go to Writing Process McRel AlignmentGo to Composition StructureGo to Basic Grammar and Usage State Board Cut Scores: March 6, 2003Go to Conventions: CapitalizationGo to Conventions: Punctuation State Standards Go to Conventions: Spelling
New VocabularyCapitalization Composition and Structure Grammar and Usage Punctuation Writing Process
State Standard
and Benchmark
Local Curri-culum
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 TopPre-Writing Skills:
735.01.aUnderstand and use the writing process. (Brainstorming)
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Teacher Observed1. Webs for thorough examination
of topic. 2. Outlines for organization,
compound topic sentence, transitions, strong supporting details and examples. (Should have more “red” than other colors.)
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Expository Writing: Given a topic, have student brainstorm ideas and details, organize them in a concept web or other graphic organizer, and convert those into an outline. (May use Inspiration software.) Demonstrate and practice compound sentences for topic sentences. Mark outlines with highlighters, green=topic sentence and conclusion, yellow= transitions, and red=details and examples.Narrative Writing: brainstorm ideas for creative verbiage, such as metaphors and other figurative language for a given story topic.
Step Up to Writing: Section 2-7 organizing paragraphsSection 2-20 topic sentenceswww.sopriswest.com
Family Links: Sample writing prompts--Six Traits Prompts Webpage
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Drafting
735.01bWrite in a variety of formats735.02cConvey supported main ideas
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Teacher ObservableWritten first draft faithfully follows outline. Uses clear and specific details and examples.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Expository Writing:Model how points in the outline become a sentence or series of sentences in a draft. Write a first draft following an outline created using prewriting outline.
Step Up to WritingSection 2: organizing paragraphsSections 3: paragraphs with special purposes
Revising Skills
735.01cAppropriate style and vocabulary735.02bVariety of elements735.02cConvey supported main ideas
Learning Continuum
Teacher Observable
For Learning:Teacher ObservableWritten drafts demonstrating a gradual improvement in good examples and details. Written drafts demonstrating improvement in word selection, and elements of writing.
Given a weak essay students will make content and style changes to improve the writing using six traits rubric.
Of Learning:See Test Items from row above
Expository Writing: (Be sure to model and train for these first. )Have students do at least two readings of their papers. In the first reading have peers make suggestions based on content, organization, and strength of supporting details.
On the second reading have peers (in groups) make suggestions for word choices, strengthening exact nouns, strong verbs and vivid adjectives. Have students add one or more elements such as alliteration, metaphor, etc.
Use Editing and Proof-
Learning Continuum
For Learning:Given a piece of writing with several
Be the Editor lesson to practice marking errors.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
reading Processes
735.02aWrite and edit for correctness and clarity
Teacher ObservableDWAECAISAT
errors, students will mark corrections using the appropriate symbols.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Use proofreading rubric to correct a writing assignment for a peer. Be sure to include:o Capitalizationo Spellingo Commaso Spacingo Complete sentenceso End punctuationo Subject-verb agreement
Writing Composition and Structure Return to TopAppropriate Format735.01bVariety of formats
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Given the type of document students will list (or draw) the main formatting elements.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
2 Use standard presentation formats for various types of writing.Model and provide graphic organizers for standard essay, letter, newspaper article, poem (limerick), memo, etc.
For organization see: Prewriting Skills
Variety of Formats 735.01bVariety of formats
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Given a topic and audience students will select an effective format and justify their choice.
Of Learning:ISAT Goal not in original Learning Continuum
Try having students choose a variety of formats using the same topic and explore the impact of formats based on the purpose of the writing. o Formats: newspaper article, short
descriptive essay, persuasive paper, letter, diary entry
o Purposes: express self, inform, create, explain, persuade, entertain, debate, question
Appropriate Style and Vocabulary
Learning Continuum
For Learning:In a sample of writing:
Revise lead to make it more
Find several interesting stories and copy the first paragraph of each. Discuss the author’s method of involving the reader in
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
735.01cAppropriate style and vocabulary
Teacher ObservableDWAECAISAT
effective Replace highlighted words
with word choices more applicable to the style of writing
Replace passive verbs with active verbs.
the story. Examine similarities and differences between different stories. Write several new leads for the same story using different author strategies. Have the class vote on the most effective lead.With same paragraphs, highlight some word choices and explore how the word choices would differ for different audiences &/or formats.
Variety of Elements735.02bVariety of elements
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Teacher ObservableFinished poem demonstrates use of figurative language.
Have student write a poem that includes some of the following elements:o Alliterationo Hyperboleo Metaphoro Personification
Collect figurative language from a variety of literature sources. Put on overheads and have kids identify what each represents.
This was not our idea; see the learning continuum. Blame NWEA for bizarre grouping of ideas.
Details735.02cMain ideas and details/ examples
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Finished composition demonstrates clear main idea and appropriate supporting details and examples for particular audience and style.
See Prewriting: Outlining activity w/highlighted supporting ideas
Demonstrate RAFT organizer (Role, Audience, Format, Topic): 1. Select wide topic and have groups of students write RAFT formula for it; list various formulas on board and analyze choices and how they affect tone, voice, style. 2. Students apply RAFT for their own compositions
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Composition Forms735.01bVariety of formats735.01cAppropriate style and vocabulary735.03Writing to inform735.04 writing for literary response/ expression735.05Write to analyze and evaluate735.06Write research findings735.07Write technical information
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Given a limerick students will correctly identify a correct or incorrect rhyme.
Given a portion of a piece of writing, students will correctly identify what type of writing it is.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
For writing to inform see Prewriting, Drafting, and Revising.
Share a number of limericks and help students discover the rhyming scheme and format. Then model writing one with the class. Make a sample rhyming dictionary having the students come up with the rhyming words. Then they can use the dictionary as a resource in writing their own limericks.
Collect passages that inform, explain, respond to literature, analyze and evaluate, report research findings, and share technical information. Analyze with students the similarities and differences. Create a description of the defining characteristics of each. Examples might include yellow pages ad, letter to the editor, friendly note, diary entry, poem, book report, science article, etc.
For standards (not tested by ISAT): Students must have practice writing in these formats: research report, “how to” essay, book report, and an informative article.
Variety of Components735.02cMain ideas and details/ examples
Learning Continuum
For Learning:Given a piece of writing students will identify the organizational style.Advanced: Students will re-organize a paper into another organizational style.
Given a lengthy piece of writing
Demonstrate different organizational styles using graphic organizers and using an example topic to create an outline for each.o Sequential/process papero Chronological sequenceo Main idea to exampleso Examples to main idea
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
students will determine where paragraph breaks should be.
Of Learning:RIT 201-210 (Develop Paragraphs)RIT 211-220 (Develop Paragraphs)RIT 221-230 (Develop Paragraphs)
o Least important to mosto Most important to least
Take well-organized short essay and remove all paragraphing so that it is one BIG paragraph. Have students open the file and work with a partner to determine where the paragraph breaks should be. Finally compare paragraph break choices of various partners.
Grammar and Usage Return to Top http://www.ncte.org/positions/grammar.shtml Variety of Sentences735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Students will identify the four types/functions of sentences in a piece of writing. Teacher Observable: Student writing demonstrates variety of sentence types/functions.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Display an example of each of the following sentence types/functions: declarative, interrogative, imperative, exclamation. Ask what sentence #1 does (tells something) and lead class to word “declare”; then explain it’s called a declarative sentence. Do similar analysis w/other types. Identify in piece of literature various sentence forms and analyze how they make the piece effective.
Sentence Structure / Type / Kind735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAECAISAT
For Learning:Given an example of each, students will identify each sentence type, either by name or by part of speech pattern. Students will also complete sentences that are missing an adjective following a linking verb.
Of Learning:RIT 201-210
In daily oral language, also identify the parts of speech (especially, noun, verbs, and adjectives) pointing out the sentence patterns noun-verb, noun-verb-noun, noun-verb-verb.
Create an example for each of the sentence types (simple, compound, complex, and compound, complex-also with simple and compound subjects
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
RIT 211-220RIT 221-230
and/or predicates). Use these examples to describe the properties of each. Then use DOL to have students identify sentences of different types, and have them alter a sentence into another type.
Have students complete sentences that are missing the adjective following a linking verb.
Subject-verb agreement 735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Given sentences with incorrect subject-verb agreement, students will correct the verb form. Students will also identify singular and plural subjects based on the verb form in a sentence.Teacher ObservableStudent writing demonstrating correct usage.Of Learning:RIT 201-210RIT 211-220RIT 221-230
Introduce subject-verb agreement by giving students 2 nonsense sentences where the subject is clearly singular or plural. Have them identify the correct verb form. (The ama ____ the borbh. The amas ____ the corbh. (plin or plins) Then talk about the correct conjugations for the different subjects (I, we, you, they no “s”/ he, she, it with an “s”). Use DOL to practice correcting and identifying sentences with correct subject-verb agreement. (Holt, Rinehart, and Winston, 2004) **”Jabberwocky” poem is excellent resource also.
Family Links:
Noun Forms735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:
Students will correctly use regular and irregular plural nouns in writing. Students will also identify collective nouns and correctly use them in a sentence (subject-verb agreement).
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Possessive nouns: Give the students the following sentence, “The actors will wear the final versions of lion masks, each attached to a frame holding the mask above the actor’s head.” Ask students to tell how the words “actors/actors’” are different. They are both nouns (person, place, or thing), but one shows ownership. Have students practice creating possessive nouns for regular singular and plural and irregular plural nouns. Discuss the rules for forming possessive nouns.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
(High Point, Level C, Hampton-Brown, 2001)
Review and use regular and irregular plural nouns in DOL and other writing assignments. Also include collective nouns.
Pronoun Forms735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher ObservableStudent writing demonstrates proficiencyStudents will correctly use and identify pronouns in short multiple choice quiz.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Use DOL to identify parts of speech including subjective, objective, possessive and reflexive pronouns.
Divide class into groups and ask each group to write a paragraph on a topic such as a class trip, sport, or project. One student begins by writing a sentence containing a personal pronoun, then underlining the pronoun and identifying the type. The next student adds to the paragraph and includes a different type of pronoun. (Holt)
Use DOL to practice using compound subjects with I (John and I) and compound objects with me (John and me).
Also, as part of the subject-verb agreement DOL practice, have students identify singular and plural subjects with indefinite pronouns (some of us, all of us, a few of us, both of us, either of us, neither of us). Match the subjects up to a number line to show that the agreement has to do with the number of people referred to in the subject.
Verb Tenses735.02aWrite and edit
Learning Continuum
For Learning:Given a sentence students will identify past, present, or future
Cover 3 verb tenses: past, present, and future (past and present perfect would also be good, but aren’t on the learning
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
for correctness and clarity
Teacher ObservableISATECADWA
tenses. Students will also convert the verb in a sentence from one tense to another.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
continuum.) Have student conjugate verbs from one tense into another. Then play a tense game. With students on teams, give a sentence in one tense and ask for it back in a different tense. One student on the team repeats the sentence in the new tense. If the student gets it right, he/she takes a shot at the basket. If student is incorrect, any member of the opposite team may try. Teams earn points. This works well for multiple verb tenses and subject pronoun shifts as well. Then try having students identify the tense of a given sentence.
Irregular Verb Forms735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher ObservableStudents using a variety of verb tenses correctly in writing.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Use the Teacher’s Book of Lists (or other source) to find the most frequently used irregular verb forms, which are mostly past tense and past participles. Have students make flashcards with the present and past on one side and the present and past perfect on the other. Students shuffle their cards together in groups. Then they quiz each other on the tense of any given pair. Next, students work together to create sentences using various tenses. From these, students in one group write the sentence on the board without the verb. The rest of the class tries to figure out the correct form of the irregular verb.
Adjective Forms735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECA
For Learning:Given a sentence, students can identify the adjectives. Given a sentence with a predicate adjective, students can give the comparative or superlative. Given a sentence using “well” or
Use DOL sentences to identify adjectives.
Use Masterpiece Sentence strategy (Language!) to expand simple sentences to include adjectives and adjective phrases telling how many, which one and what one about the subject.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
DWA “good”, the student can identify if it is used correctly.Teacher ObservableComparison/Contrast essay emphasizing adjective use.Masterpiece Sentences (Language!)
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Give students a number of adjectives. Have them write matching sets using the adjective, its comparative and superlative forms. o He is tall.o They are taller (than he is).o I am the tallest (of all).Spelling review: Be sure to give some adjectives that include the spelling rule “y” to “i” for suffixes beginning with a vowel. Also give some that are irregular (i.e. good, bad, some).
Give students nouns that can be changed to adjectives by adding “-al.” Have them use the words correctly in a sentence.
Review usage of well and good, pointing out that well is an adverb, while good is and adjective. Give them some practice using them correctly.
Adverb Forms735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observableStudent finished masterpiecesGiven sentences, students will identify adverbs, comparative adverbs, and superlative adverbs
Of Learning:RIT 201-210RIT 211-220
Use Masterpiece Sentence strategy (Language!) to expand simple sentences to include adverbs and adverb phrases telling how, when and where the action took place.
Give students in groups of 4 (or with a partner) a list of adjectives. Have students 1 & 3 do comparative, and 2 & 4 do superlative. Have students create sentences using the word in the correct format. (i.e. She is sweet. He kissed her more sweetly than an angel. She smiled the most sweetly of all.)
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
Negative Forms735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observableDeliberate use of double negatives, not otherwise, in student writing.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Find sentences from dialogue, demonstrating the use of a double negative for emphasis, or vernacular speech. Then examine how the literal meaning is different than the intended meaning. (i.e. I don’t know nothing, means that you do know something.)
Phrases735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Teacher observableGiven a phrase in a sentence, students can identify the type of phrase.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Use DOL sentences to have students identify subject/predicate of a sentence. Have them double underline the verb phrase (or complete predicate.
Have students find prepositional phrases and determine if they are being used as an adverb or as an adjective. Use sentences diagramming for frequent short practice at identifying these.
Clauses735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student sentencesGeneral student writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Introduce the subject of complete sentences and sentence fragments by comparing the sentence to a car, which requires both the body and the engine to work, just as a sentence needs both a subject and a predicate. Give students subjects and predicates on strips have them use these as a base for more descriptive sentences. Then do the opposite by giving longer sentences and having them find the base subject and predicate.
Have students write 2 related sentences on strips. Then give each student a
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
subordinating conjunction (although, when, since, etc) and have them put it at the beginning on one sentence. Show them that these words turn the sentence into a fragment that has neither subject or predicate (although there is a noun/verb) and see if their other sentence will make it back into a complete (complex) sentence. Have the student identify the base subject/ predicate. Have students create several such sentences and use them in a paragraph.
Noun / Pronoun Antecedent735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Multiple choice quiz
Teacher ObservableStudent writing
Of Learning:RIT 201-210
RIT 231-240
Have students work at the board as you dictate sentences containing pronouns. Ask students to circle the pronouns and draw arrows to each pronoun’s antecedent. (Holt)
Subject and Predicate735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECA
For Learning:DOL
Of Learning:Not on original learning continuum
Use DOL to help students identify subject and predicates. Differentiate between simple and complete.
Run-ons and Fragments735.02aWrite and edit for correctness
Learning Continuum
Teacher ObservableISATECA
For Learning:Student writingGiven sentences students will identify a fragment, run-on, or correct sentence. Students will correct incorrect sentences.
Use DOL practice with fragments and run-on sentences. Correct these by adding punctuation, conjunctions, or by combining or separating sentences.
Also, find examples of each from student writing and ask students to correct them.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
and clarity DWA Of Learning:Not on original learning continuum
This can also be used with Sentence Fluency to show how longer and shorter sentences can be used effectively.
Conventions: Capitalization Return to TopFundamen- tal Rules: Beginning Capital-ization
735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Student writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Practice writing a generic letter requesting information. Correctly capitalize the greeting and closing without a proper noun (only first word is capitalized except for Sir or Madam).
Use DOL followed by actual writing of a dialogue to practice dialogue capitalization and punctuation. Perform the dialogue.
This is what they will test.
Capitalization: Adjectives & Titles
735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Use DOL capitalization practices.
Include examples such as:orchestra vs. Boise Symphony Orchestralake vs. Payette Lakewar vs. World War IIFrench, English cultures, etc.
Capitalization: Proper Nouns
735.02aWrite and edit for correctness
Learning Continuum
Teacher ObservableDWA
For Learning:Student writinglists
Of Learning:See test items from row above, “Adjectives, Titles, Sentence Beginnings”
Use DOL capitalization practicesInclude:Compass directions vs regional names(west, how the West was won)Titles A senator of U.S. Senate vs. Senator Gordon
Family Links:
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
and clarity ISATECA
Give students a large number of nouns, both proper and common, without capitalizing any of them. Have students sort them into two columns and capitalize as needed.
Fundamental Rules735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Title selectionsBulletin board presentation
Of Learning:Not on original Learning Continuum
Use DOL daily practice.
Show students which words do not get capitalized on publication titles (articles and many prepositions) Have them make up titles that should have been sold to people as they boarded the Titanic.
Assign two capitalization rules to each student. Ask students to find examples in print and cut/copy them to create a bulletin board display that has both the rule and 2 examples. (Realize that some published material will deliberately break rules.)
Conventions: Punctuation Return to TopUse Appro-priate End Punctuation735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:Teacher ObservationStudent writing
Given sentences with missing or incorrect end punctuation, students will correct it.Of Learning:RIT 201-210RIT 211-220
Use DOL to practice end punctuation.
See Fundamental Rules: Beginning Capitalization for dialogue activity.
(Writing project rubrics should also include training students to self/peer edit separate from the revising process.)
Family Links:
Use Commas Appro-priately
Learning Continuum
For Learning:Correctly insert commas in a series of sentences containing appositives,
See Fundamen-tal Rules: Beginning Capital-ization for dialogue activity.
Family Links:
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
735.02aWrite and edit for correctness and clarity
Teacher ObservableDWAISATECA
phrases, or subordinate clauses.
Teacher ObservableStudent writing
Of Learning:RIT 201-210RIT 211-220RIT 221-230
See Masterpiece Sentences (adjectives) and Masterpiece Sentences (adverbs) for practice with adjective and adverb phrases.Also stress need for comma following an opening dependent (subordinate) clause in a complex sentence.Use clause word strips to write complex sentences, having students emphasize the pause after opening dependent clauses; indicate a comma should go there.
Use sentence strips to write sentences with appositive phrases. Then have students work with a partner to figure out which words could be left out by folding the strip so that those words do not show. (Shelly, a great athlete, won the decathlon.) Then show them that commas must go on the folds. Have them create other sentences using appositive phrases in various positions and correctly punctuate them.
Use Apos-trophes735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISAT
For Learning:Given a contraction, students will write the component words, or in reverse, will create the contraction from the words.
Teacher ObservableStudent writing
Of Learning:
See Possessive Nouns for strategies for forming singular and plural, regular and irregular possessive nouns.
Have groups of students create posters or word table of contractions of helping verbs. (will not=won’t, should not=shouldn’t)
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
ECA RIT 201-210RIT 211-220RIT 221-230
Appropriate Marks in Dialogue735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWA, ISATECA
For Learning:Student written dialogues
Of Learning:RIT 201-210 (Enclosing Punctuation)RIT 211-220 (Enclosing Punctuation)
See Capitalization for dialogue activity.
Display a cartoon strip on overhead. Instruct students to rewrite the conversation in dialogue form. Do together or have student volunteers put their dialogues on the board. Go through them together, demonstrating the appropriate punctuation and capitalization, and how it varies depending on placement of the tag line.
Use underlining for titles735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Student writing Student title lists
Of Learning:RIT 211-220RIT 221-230
Give students category headings of book, magazine, movie, music CD, newspaper, play, television. Have them write an example of their favorite in each category. Then underline each. Explain that on the computer, the underline is changed to italics. Have students write a sentence on the board, using their favorite examples. Have other students check to make sure titles are underlined correctly. (Not tested at this grade; however, it would make sense to talk about quotation marks around “smaller” parts, like songs on the CD, articles in the magazine, etc.)
Dependent and Independent Clauses / Comma Usage735.02aWrite and edit
Learning Continuum
Teacher ObservableISATECADWA
For Learning:Frequent “practice” quizzesStudent writing
Of Learning:Not in original Learning Continuum
Give students paired examples of compound-complex sentences such as, -While we like pizza, we don’t eat it and often order salad.-While we like pizza, we don’t eat It, and we often order salad.There are two rules to teach. 1. A comma goes between the
dependent (subordinate) clause and
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
for correctness and clarity
the independent clause. Key subordinating conjunctions can help students identify these (although, while, since, etc.) **Refer to “Use Commas Appropriately” in sentences.
2. Compound sentences (two independent clauses joined by a conjunction) a comma goes before the conjunction.
Have students practice writing these types of sentences and adding the commas between the clauses as needed. (Note: this is difficult and only one test item in the samples addresses it.)
Conventions: Spelling Return to TopHigh Frequency Spelling Words735.02aWrite and edit for correctness and clarity
Learning Continuum
Teacher ObservableDWAISATECA
For Learning:
Spelling games and activitiesCorrect spelling in student writing.
Of Learning:RIT 201-210RIT 211-220RIT 221-230
Practice, Practice, Practice
Use a variety of spelling games to encourage practice of non-phonetic words.
Create a spelling dictionary for words that students frequently misspell. Have students add their own spelling demons to this dictionary. Have students use it regularly. Special words may be added for particular assignments.
Testing on: -ance/-ence, -ary/-ery, plural form of words ending in –o.
Spelling Lists
Conventional Rules735.02aWrite and edit for
Learning Continuum
Teacher ObservableDWA
For Learning:Practice quizzes
Of Learning:See row above, “High Frequency Words”
Teach -i before –e except after –c rhyme.
Teach students strategies for spelling phonetic words.o Sound out words carefully and write
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State
Standard and
Benchmark
Local Curri-culum
Learning Continuum and other
Performance Objectives
Sample Assessment and Sample Quizzes
Sample Sequence
Minimum Hours
Allotted
Sample TeachingStrategy
Sample Resources
correctness and clarity
ISATECA
down what you hear.o Break words into syllables and make
sure each syllable matches the sounds in the written word.
o Write difficult words in the spelling dictionary.
o Practice saying the word exactly as it is spelled for future reference.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
State Writing Standards—7th Grade
Return to Top01. Languages and Communications. Language, the gateway to learning, provides our most powerful and readily
available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.
02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.
733. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 7, SECTIONS 734 THROUGH 738. The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
735. WRITING.Rationale: Students write to demonstrate skill and conventions according to purpose and audience.
Standard - The student will: Content Knowledge and Skills: Samples of Applications:01. Understand and
use the writing process.
Back to Writing Process
a. Understand and use steps of writing process:- Brainstorm;- Draft;- Revise;- Edit;- Publish.
i. Use various genres and modes for writing: poetry and fables, narrative and expository.
ii. Write coherent paragraphs.
Back to Writing ProcessBack to Comp. & Struc.
b. Write in a variety of formats to record, generate, and reflect upon ideas.
i. Create learning logs, personal learning records, laboratory reports, and journals.
ii. Write for a range of purposes: To express self To inform others To create To explain ideas To persuade others To entertain To debate To question
Back to Writing ProcessBack to Comp. & Struc.
c. Identify and use appropriate style and vocabulary for particular audience.
i. Use connotation and denotation to select appropriate vocabulary.
ii. Replace all "passive" verbs with "active” verbs to strengthen voice and clarity.
02. Write and edit for correctness and
a. Determine and apply rules and conventions for the
i. Demonstrate understanding of correct subject/verb agreement, verb tense,
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
clarity.
Back to Writing Process
Back to Grammar and Usage
Back to Capitalization
Back to Punctuation
Back to Spelling
following:- Eight parts of speech,
dependent and independent clauses, and common phrases to include prepositional participle and appositives;
- Punctuation;- Capitalization;- Spelling;- Legibility.
and use of modifiers.ii. Identify errors related to use of double
negatives, redundancies, and homonyms.
iii. Use the Eighth Grade Direct Writing Assessment Scoring Standard to guide proofreading.
iv. Participate in peer editing process. Use student-friendly scoring standards and anchor papers.
v. Spell seventh-grade high-frequency words in written work with ninety percent accuracy.
vi. Identify and apply use of prefixes and suffixes with base words.
vii. Practice, use, and apply spelling rules in daily writing. Double final consonant of a word
whose final syllable is accented and which ends with a single vowel and consonant before adding a suffix that begins with a vowel.
Add “s” to words ending in a vowel plus “y” (key/keys).
Drop the final “e” before adding a suffix that begins with a vowel (have/having).
Add “es” to nouns that end with “s” “ss,” “sh,” “ch,” or “x” to make plural.
Keep the final “e” when adding a suffix that begins with a consonant (late/lately).
Change the “y” to “i” when adding a suffix to words that end in consonant “y” unless the suffix begins with “i.”
Double the final consonant of a word that ends with a single vowel and consonant before adding a suffix that begins with a vowel (get/getting).
Add “s” to most nouns to form plurals (friend/friends).
Change “f” or “fe” to “v” and add “es” to some nouns that end in “f” or “fe” (half/halves, knife/knives).
Back to Writing ProcessBack to Comp. & Struc.
b. Incorporate a variety of elements of writing:- Alliteration;- Figurative language;- Hyperbole;- Metaphor;- Personification;- Vocabulary.
i. Replace three adjectives in own writing with appropriate metaphors.
ii. Replace overused and simplistic adjectives with more descriptive words.
Back to Writing ProcessBack to Comp. & Struc.
c. Convey clear and focused main ideas that are appropriately supported by
i. Write business documents, personal letters, letters to the editor, and essays.
ii. Write thank-you notes.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
details and examples for selected topic, audience, and purpose.- Use topic sentences,
appropriate word choices, variety of sentence structures, parallelism, transitions, paragraphing, indentation, organization, and documentation of sources;
- Choose tone, voice, style, mood, and persona appropriate for various purposes, disciplines, and audiences.
iii. Write an introduction for a speaker.iv. Write a laboratory and/or scientific
report.v. In writing, present facts and directions,
explain ideas, and define such terms as cause and effect relationships; compare and contrast.
03. Write to inform and explain.
Back to Comp. & Struc.
a. Use facts, data, and processes from technical and non-technical materials to inform through writing.
i. Use such resources as newspapers, magazines, manuals, and literary works from which to collect data.
ii. Practice note taking. Include listing main ideas, omitting unnecessary words, and using abbreviations.
b. Produce documents in appropriate format to inform and explain.
i. Respond in writing to a teacher-prepared, written expository prompt once per grading period.
ii. Evaluate own writing using the Eighth-Grade State Direct Writing Assessment Scoring Standard.
04. Write for literary response and expression.
Back to Comp. & Struc.
a. Compose a response using ideas and techniques from a variety of literature and fine arts that represent many cultures and perspectives.
i. Analyze two authors' styles. Write a response that imitates one of the authors' styles.
ii. Write about a particular aspect of a piece of literature and relate to own experiences.
b. Appropriately use a thesis statement and supporting evidence.
i. Write an evaluative essay of a favorite book or movie.
ii. Respond to essay questions in paragraph form: include topic sentence, supporting details, and conclusion.
c. Write and publish original creative works that include figurative and descriptive language.
i. Produce short stories, essays, poetry, and plays.
ii. Incorporate metaphor, simile, personification, alliteration, imagery, consonance, and assonance.
05. Write to critically analyze and evaluate.
Back to Comp. & Struc.
a. Analyze for the following elements:- Purpose;- Ideas;- Style;- Structure;- Effectiveness.
i. Analyze elements within persona, peer and professional writing, current events, visual and performing arts, advertising, and political/civic discourse.
ii. Compare such elements in formal and informal poetry as rhyme, scheme,
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
figurative language, rhythm, and voice.
b. Use a thesis and appropriate supporting evidence to persuade and inform a specific audience.
i. Produce a critique, review, proposal, and editorial.
ii. Explain personal perspective related to the arts or other cultural perspective.
c. Use writing to persuade. i. Identify persuasive language in posters, commercials, and other print. Create classroom list.
ii. Use persuasive language in a letter to convince a friend to travel to a foreign country with you.
06. Write to gather, synthesize, and communicate research findings.
Back to Comp. & Struc.
a. With teacher support, incorporate a variety of informational and technological resources to perform the following:- Appropriately paraphrase,
quote, and cite to avoid plagiarism;
- Consider motives, credibility, and perspectives of authors when selecting resource materials;
- Formulate thesis or focus and provide relevant support.
i. Produce news articles, individual and collaborative reports, brochures, proposals, critiques, and multimedia presentations.
ii. Incorporate geographical research process: Choose and limit topic; prepare
research questions. Locate reference materials; prepare
bibliography and note cards and paraphrase resource materials.
Gather information from at least two sources; select relevant information.
Summarize information into a one- to two-page report.
Bookmark and create files for information gathered from the Internet.
b. Present research findings. i. Locate information within reference materials that compares, contrasts, defines, and explains two or more things.
ii. Summarize data collected in research notes.
07. Write technical information.
Back to Comp. & Struc.
a. Locate specifically-named sources.
i. Identify, select, and prioritize web sites.ii. Communicate with others via
computer.iii. Interpret and organize information.
b. Produce technical document. i. Arrange and format text with a processor.
ii. Combine visual text to create multimedia presentations.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
7th Grade Spelling ListsReturn to Curriculum Guide
List 7.1 List 7.2 List 7.3 List 7.4 List 7.5 List 7.6 List 7.7account activities Alaska alphabetical bridge brief brightboard both bread breakfast already alter althoughrepresent required return round sample scattered scenespeak special species specific spend spent spokedegrees delight delivered deposits destroyed details determinecongruent connected consider consists construct contain contrastdisease diving drifted eager easy effect effortexpress expression extend fabric false familiar famousfollow forth forward France involved issue juiceinside instant integers interest function further future
List 7.8 List 7.9 List 7.10 List 7.11 List 7.12 List 7.13 List 7.14British build buried business cabin camera captainamong amount apart appear approached arrived atmospheresection segment selection sentence September settled severalspread stage statement storm straw strength string
developeddevelopment differ dinner direction discovered create
control council courage course cousin crawled supportEgypt electrons elements empire empty enemy engineerfarther feather features federal fellow few fight
knocked large learned limited listenmanufacturing melody
gently Germany glance gradually grinned happened harbor
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
List 7.15 List 7.16 List 7.17 List 7.18 List 7.19 List 7.20 List 7.21celebrate chance Chinese chord circuit citizens claimatomic attention audience automobile available aware balanceshadow shape share sharp short simply sincestruggle substances suggested clues comfortable compass complexcreatures crowd crystals curious customs danger dangeroussuppose surface surrounded sweeping swing switch teamentered entire equivalent thick thin though threadfinal finally floating erosion errors established eventsMexico minor Mississippi mistakes molecules money motionhighway hospital however hungry husband imagine importance
List 7.22 List 7.23 List 7.24 List 7.25baseball basic beneath beyondrelationship religion remember replacesingle singular slightly socialdaughter death decide decisioncomposition compound conditions congresstelevision territory theory thereforetogether tomorrow university varyexpanded expect explain explorersevidence examine exclaimed existimprove income indeed independence
Be the Editor Lesson PlanReturn to Curriculum Guide
Be the Editor!Subjects: Arts & Humanities: Language Arts; Social Studies: U.S. History, Regions/Cultures Grades: 3-5, 6-8 Brief DescriptionStudents search for capitalization, punctuation, spelling, and grammar errors in a work sheet about famous black Americans. ObjectivesStudents
apply their knowledge of rules of English grammar, punctuation, capitalization, and spelling.
learn about some accomplishments of famous black Americans.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Keywordsspelling, editing, grammar, punctuation, capitalization, black history, language
Materials Needed Be the Editor! student work sheet (provided—next page)
Name:______________________________
Be the Editor!
DIRECTIONS: Find the capitalization, punctuation, spelling, or grammar error in each sentence below. Mark the error clearly; then insert the change you would make to correct the sentence.
1. Sojourner Truth was born Isabella Baumfree in 1797 in hurley, New York.
2. Jazz musician Louis Armstrong was born so poor that the walls of his family's home were decorated with pictures torn from the sunday newspaper.
3. Martin Luther King Jr. skipped the ninth and 12th grades and start college at age 15.
4. Boxing champ Joe Louis kept his heavyweight title for more than 11 yeers.
5. At a 1935 track meet, Jesse Owens broke three world's records and tie a fourth.
6. In Febuary 1926, Carter Woodson started Black History Week.
7. George Washington Carver were the first black man to graduate from Iowa State University.
8. Roberto Clemente was born August 14 1934, in Carolina, Puerto Rico.
9. Booker T. Washington started a school in Alabama where black children were taught carpentry, printing, shoemaking farming, and other skills that would get them through life.
10. "I never lost a passenger" said Harriet Tubman, who led more than 300 slaves to freedom along the Underground Railroad.
© 2002 by Education World. Educators have permission to reproduce this work sheet for student use.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Lesson PlanPass out the Be the Editor! student work sheet. Have students complete the work sheet individually or in pairs. When students have completed it, review the work sheet together.
AssessmentStudents will identify at least eight of the ten errors in the statements on the "Be the Editor!" work sheet and make the following corrections:
1. Hurley (the name of a town) should begin with a capital H
2. Sunday (a day of the week) should begin with a capital S
3. start should be the past tense started
4. yeers should be spelled years;
5. tie should be past tense tied
6. Febuary should be spelled February
7. were should be was
8. a comma should be placed after the 14 in the date August 14, 1934
9. a comma should be placed after shoemaking (a series listing)
10. a comma should be placed between passenger and the closed quotation mark
Lesson Plan SourceEducation World Submitted ByGary Hopkins National StandardsLANGUAGE ARTS
English GRADES K - 12 NL-ENG.K-12.4 Communication SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills
SOCIAL SCIENCES
U.S. History GRADES K - 4 NSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage
GRADES 5 - 12 NSS-USH.5-12.5 Era 5: Civil War and Reconstruction (1850-1877)NSS-USH.5-12.6 Era 6: The Development of the Industrial United States (1870-1900) NSS-USH.5-12.7 Era 7: The Emergence of Modern America (1890-1930)NSS-USH.5-12.8 Era 8: The Great Depression and World War II (1929-1945) NSS-USH.5-12.9 Era 9: Postwar United States (1945 to early 1970s)
NSS-USH.5-12.10 Era 10: Contemporary United States (1968 To The Present)
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
CapitalizationAdjectives, Titles, Sentence Beginnings
Return to Curriculum Guide
Capitalize first word of a quotation
Distinguish sentences using quotations that are not capitalized correctly
Capitalize the first word in the sentence and the first word of a quotation
Capitalize the first word in the sentence, the first word of a quotation, and proper nouns
Capitalize the beginning of each sentence in a group of sentences, including quotations within sentences
In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker
Compass directions – when to and not to capitalize them
Full names, including titles
In a quotation, capitalize only the first word if the sentence continues past the part identifying the speaker
All titles
Fundamental Rules
Return to Curriculum Guide
Format: Most of the items in this range require correct identification of more that one capitalization error, either missing capitals or incorrect capitals
Format: Longer passages in many of the items
Generalize rules of when to capitalize the first word: sentences, poems, letter
Format: Most items also call on finer distinctions between common and proper nouns, depending on how they are used in the sentence (Mother, my mother)
Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, proper/common nouns,
Format: Sentences contain various combinations of correctly and incorrectly used capital letters, generally relating to use in quotations, but also first words in sentences, and proper/common nouns
Distinctions between common and proper nouns, depending on how they are used in the
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
greetings Differentiate between similar
common and proper nouns Radio and TV station initials All titles: which words should
and should not be capitalized Compass directions: when
they are correctly and incorrectly capitalized
capitalizing multiple sentences in a paragraph
All titles: what to capitalize and what not to capitalize
Generalize capitalization rules
sentence (Mother, my mother) Generalization of
capitalization rules – classifying types of nouns that should be capitalized
When to capitalize family relationships
Fundamental Rules-Beginning Capitali-zation
Return to Curriculum Guide
Capitalize the first word in the greeting and closing of a letter
Capitalize the first word in the sentence
Capitalize only the first word in a multi-word greeting or closing
Capitalize only the first word in the greeting and closing of a letter with no proper nouns
Proper Nouns
Return to Curriculum Guide
Full names, including titles and initials
Particular places, points of interest, buildings, monuments
Teams, organization, government bodies
Countries and continents Historical events and eras Companies, stores, products Classes, schools
Countries, nationalities, languages Holidays, special events Places, rivers, parks, bridges,
monuments… Artistic groups Buildings, businesses, stores
Full names, professional and family titles
Holidays and special events Nationalities, languages,
countries, continents Towns, cities, particular
geographic locations (___ Valley, Mt. ___)
Organizations, clubs, teams, groups
Classes, courses
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Ships Identify proper nouns
Religions
Writing Composition and Structure Appropriate Format
Return to Curriculum Guide
Combine sentences into paragraph structure
Look for patterns of organization in a paragraph
Order sentences into a concise paragraph
Give directions in a systematic order
Use correct business letter structure
Define parts of a research paper Define purposes of poetry (i.e.
feelings, moods, expressions) Define paragraph by genre Identify parts of the newspaper
Use standard forms of indentation Review several paragraphs and
choose the best organization Determine the pattern of
organization in a lengthy passage
Appropriate Style and VocabularyReturn to Curriculum Guide
Focus on exclamatory sentence structure
Choose the best definition for the term “topic sentence”
Choose best opening paragraph in a narrative piece of writing
Use of vocabulary of declarative, imperative, interrogative and exclamatory terms
Composition Forms
Return to
Write limericks Define composition forms in
lengthy passages
(221-230) Select sentences that support topic
sentences Select sentences that support
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Curriculum Guide
conclusion Identify all four sentence forms
within a lengthy paragraph(231-240) Find the four sentence types
within a given paragraphDetails
Return to Curriculum Guide
Select clear details for paragraph
Variety of Components
Return to Curriculum Guide
Edit sentences into multi-paragraphs
Determine method of organization (i.e. order of events, from examples to main idea, go from main idea to examples)
(221-230) Identify topic sentence when it is
not the first sentence of the paragraph
(231-240) Edit sentences to create complete
paragraphs
Variety of ElementsReturn to Curriculum Guide
(221-230) Determine mode by reading a
lengthy passage
Variety of FormatsReturn to Curriculum Guide
(221-230) Write in the persuasive mode
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Grammar and UsageAdjective Form
Return to Curriculum Guide
Use comparatives “less, least” correctly
Understand the meaning of comparative adjectives
Identify adjectives used in a sentence
Recognize correctly and incorrectly used comparative forms
Recognize that adjectives are words that describe things
Use comparatives “-y, -ier, -iest” correctly
Understand that there are names for various parts of speech; identify which word in a sentence is the adjective
Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “–tion” (inspiration, inspirational)
Understand that comparative –er means to compare two things
Understand the correct use of “good” as an adjective, not an adverb
(221-230) Recognize correctly and
incorrectly used comparative forms, use tricky context clues to determine correct use
Adverb Form
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Understand that adverbs can tell “where, when, or how”;
Identify adverbs that tell “when” Use comparative adverbs correctly Understand the meaning of
comparative adverbs
Format: Longer sentences, more difficult vocabulary
Recognize correct and incorrect use of adverbs, including comparative adverb forms
Recognize correct and incorrect comparative adverb forms for words ending in –ly
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Clauses
Return to Curriculum Guide
Understand the intended meaning of a particular clause
Identify the main clause in a sentence
(221-230) Identify a dependent clause
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Irregular Verb Forms
Return to Curriculum Guide
Format: Difficulty of vocabulary increases in this RIT range
Determine which verb to use in sentences with or without auxiliary verbs
Identify troublesome irregular verbs (lie/lay, sit/set, etc.)
(221-230) Determine which verb to use in a
sentence with or without an auxiliary verb
Identify correct form of less commonly used irregular verbs
Negative Forms
Return to Curriculum Guide
Recognize the correct use of only one negative in a sentence: no more than; hasn’t any
Recognize that two negatives in a sentence is not Standard English
Use “n’t” contractions correctly
Recognize the correct use of negatives “hardly” and “scarcely”
(221-230) Recognize the correct and
incorrect use of negatives “hardly” and “scarcely”
Recognize the correct use of only one negative in a sentence: haven’t anything
(231-240) Recognize the correct and
incorrect use of negatives “hardly” and “barely”
Recognize the correct use of only one negative in a sentence with complex phrasing: has nothing; aren’t any; hasn’t he ever; isn’t any; scarcely had we
Noun Forms
Return to Curriculum Guide
Recognize the correct plural form of a noun
Understand the meaning of a singular possessive noun
Recognize which is not a correct irregular plural noun
Identify a plural possessive noun Distinguish plural nouns from
(221-230) Understand the meaning of a plural
possessive noun Recognize the correct possessive
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
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
singular collective nouns, nouns that end in ‘s’, and possessive nouns
Identify a noun that is an idea or a feeling, not just a person, place, or thing
form of a word Distinguish a possessive noun from a
plural noun or a noun used as a contraction with ‘s for “is”
Recognize the correct irregular plural form of nouns not commonly used (Latin roots like data-datum; open compounds like lady in waiting)
Distinguish irregular plurals from words that are not plural
(231-240) Recognize the correct plural spelling
of a noun ending in “y” when just an ‘s’ is added
Recognize the correct plural forms of irregular and not frequently used plurals
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Noun-Pronoun Antecedent
Return to Curriculum Guide
Identify the noun replaced by a pronoun
Replace more than one noun with the correct pronouns, matching gender and type of pronoun: nominative, objective, and possessive
Use the correct pronoun in one sentence to match the number and gender in another: them
(231-240) Recognize clear or unclear
pronouns-antecedents
Phrases
Return to Curriculum Guide
Vocabulary: prepositional phrase Identify a prepositional phrase Recognize a phrase telling
“which”
Recognize what part of the sentence a prepositional phrase modifies
Recognize a prepositional phrase used as an adjective
Recognize the meaning of a verb phrase
(221-230) Recognize a simple noun phrase Recognize and identify a
prepositional phrase containing ‘in’, ‘toward’, ‘with’, ‘around’, ‘into’
(231-240) Recognize and identify a
prepositional phrase containing ‘within’
Recognize adverb and adjective phrases
Pronoun Forms
Return to Curriculum Guide
Recognize the correct and incorrect use of nominative, objective, possessive, and demonstrative pronouns
Use objective pronouns correctly
Identify which word in a sentence is the pronoun
Recognize the correct and incorrect use of reflexive, nominative, possessive, and
(221-230) Recognize the correct and
incorrect use of nominative and objective case pronouns in complex sentences
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
in a complex sentence: Everyone except ___…
Recognize correct and incorrect use of “their, they’re, and there”
Use reflexive pronouns correctly: themselves
objective pronouns Understand the meaning of a
pronoun: “all of us” = “we” Use nominative case pronouns
correctly Use nominative pronouns
correctly in compound subjects Recognize the correct and
incorrect use of “I” in a compound subject or in a list
Recognize the correct and incorrect use of reflexive pronouns: themselves, itself, herself, ourselves
Use indefinite pronouns in a phrase correctly: “___ of the people were…” (few, each, one, either)
Use nominative pronouns followed by a noun correctly: We boys will…
Use nominative pronouns correctly as the first word in a compound subject
Use indefinite pronouns correctly: “___ of the girls is …” (many, some, either, several)
Distinguish “that” used as a pronoun from “that” used as an adjective
Recognize the correct and incorrect use of “who, who’s, and whose”
Run-on Sentences & Fragments
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Recognize complete and incomplete sentences (first time this term appears)
Recognize a group of words as an incomplete sentence or a question
Identify sentence fragments
Sentence Structure/ Type/Kind
Identify compound sentences Identify sentence patterns (some
articles and possessive pronouns used in short, simple sentences):
Identify sentence patterns (sentences with articles, simple adjectives): noun-verb, noun-verb-noun, noun-verb-verb
(221-230) Identify sentence patterns
(sentences containing adjectives and helping verbs): noun-verb,
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Return to Curriculum Guide
noun–verb, noun-verb-noun Change the word order and keep
the same meaning Add a phrase to form a complete
sentence Verbalize what sentence part is
needed to form a complete sentence: subject, object, adjective, or subordinate clause
Identify a sentence as simple or compound
Complete sentences correctly with words or phrases
Recognize sentences with clear meaning and correct form
Name the part of the sentence needed to complete a sentence: adjective to complete the linking verb
Recognize complete complex sentences
noun-verb-noun, noun-linking verb-noun
Determine the correct verb forms or verb phrases to use in compound or complex sentences
(231-240) Identify a complex sentence
Subject & Predicate
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Name the two main parts of a sentence
Identify the subject of a sentence (221-230) Identify the predicate of a
sentence Identify the part needed to
complete a sentence: subject, object, or adjective to complete the linking verb
Verbalize that a predicate contains a verb
Subject/Verb Agreement
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Recognize the correct use of subjects or verbs in the following cases:o Singular subject – linking verbo Singular subject – main verb
Recognize the correct use of subjects or verbs in the following cases:o First person singular subject –
main verb
(221-230) Recognize the correct use of
subjects or verbs in the following cases:o Complex subject (“one of the
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
o Plural subject – linking verbo Plural subject – auxiliary verb
o Identify a singular subject by recognizing form of the verb in the predicate
__s”, “all of the __s”) – linking verb
o “There” – linking verb – plural noun
o Indefinite pronoun – linking verb
Variety of Sentences
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Sentences have more complex syntax and phrasing, more difficult vocabulary
Identify sentences that tell past, present, or future
Understand that sentences tell past, present, or future
Identify which sentence tells past
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Verb Tenses
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Understand the tense and meaning of verbs, replace with similar verbs of the same tense and meaning
Determine the correct verb tense to use in a sentence
Determine the correct verb form to use in a sentence: irregular verbs, verbs used with auxiliary verbs
Identify present tense verbs Determine the correct verb phrase
to use in a sentence
Determine the correct verb form to use in a sentence
Identify the verb form not used correctly in a sentence
Recognize verbs that have the same form for both present and past tense
Understand that there are names for various parts of speech; identify which word in a sentence is the verb
Determine which verb to use in a sentence in which the auxiliary verb is separated from the main verb
Understand the meaning of a complex verb phrase
Determine which verb form is correctly used in a complex sentence
(221-230) Recognize sentences in which the
subject of the sentence is the “doer” of the action
PunctuationAppropriate Marks in Dialogue
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Use quotations in titles Use parentheses around non-
essential phrases
Use quotations in quoted material Use single quotation inside
quotation marks
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
GuideDependent and Independent Clauses/ Comma Usage
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Use commas between two main clauses in a complex sentence
Use commas between two main clauses in a compound complex sentence
Prepositional, Participle and Appositive Phrases-Comma Usage
Use commas after participial phrases in a lengthy paragraph
(231-240) Use commas around dependant
clauses in compound, complex sentences
Use Apostrophes
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Use apostrophes in possessive plurals
Use apostrophes with helping verb and “not”
Use apostrophes for subject and helping verb contractions
(221-230) Use apostrophes for plural
possessives in a compound sentence
Use Appropriate
Identify different meanings of the same sentence when end
Identify correct punctuation in a 16-20 word compound sentence
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
End Punctuation
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punctuation is changed Identify incorrect end punctuation Identify periods when given a
paragraph
Use correct punctuation when sentence ends with an abbreviation
Identify correct punctuation in a 5-7 sentence paragraph
Use Commas Appropri-ately
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Use commas after a direct address in an imperative sentence
Use commas after participial phrases in a lengthy paragraph
Use commas in non-essential parenthetical phrases
Use commas around interrupting phrases contained within the sentence
Use commas in a direct quotation Use commas around non-essential
phrases
(221-230) Use commas to separate adverbial
introductory clauses in a complex sentence
Use Underlining in Titles
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Underline movie titles Underline magazine titles
Underline play titles
SpellingAccuracy and High-Frequency Words
Format: Generally more difficult, commonly misspelled words
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Return to Curriculum GuideApplication of Rules (prefixes-suffixes)
Recognize correctly and incorrectly applied basic spelling rules when adding endings or affixes
Recognize when to double final consonant before adding ending
Conventional Rules
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Distinguish the correct spelling of a word from incorrect versions
Identify which word is or is not spelled correctly
Troublesome spelling patterns: -ance/-ence ei/ie -ary/-ery plural form of words ending in
“o”
Tricky, troublesome words Distinguish which homograph is
not correctly used
Writing ProcessDrafting and Revising Skills
Return to Curriculum Guide—Drafting
Return to
Use participial phrases in correct word order
Use of figurative speech in context
Select the best title for a piece of work
Use precise language Correct use of transitional
expressions Use vivid descriptors Use adverbial clauses in complex
Revise syntax for correct order Use subject-verb agreement Use a variety of sentences from
simple to complex Use infinitive phrases to denote
emphasis Use subordinating clauses Edit for misplaced modifiers Combine sentences to make
compound and complex Use parts of a news story for
(221-230) Use exaggeration to make
statement Use adverbial clauses Ask leading questions Use gerund phrases(231-240) Use metaphors as a figure of
speech
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Curriculum Guide--Revising
sentences Avoid run-on sentences Use sentence variety Use correct word order when
using adjective phrases
complete description of an event Write strong conclusions
Editing and Proofreading Processes
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Use capitals in magazine, newspaper, essay and titles
Use commas in letter closure Punctuate introductory dependant
clauses Capitalize inside addresses Punctuate non-essential
parenthetical phrases with commas
Use commas in a series of participial phrases
Use strong topic sentences with strong verbs
Use capitals in a letter closure Use abbreviations in appropriate
places
(221-230) Use complex sentence order in
paragraph Use verb phrases Use exaggerated figures of speech
for emphasis(231-240) Identify strong adverbs Identify indefinite pronouns Use metaphors for emphasis Conjugate irregular verbs
correctly
Pre-Writing Skills
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Choose formal or informal language
Select purpose of paragraph Choose syntax that illustrates
point of view Outline expository mode
Create comprehensive outlines Use compound sentence selection Outline verbiage for imaginative
stories Categorize using main topic as
guideline
(221-230) Select words based on main topic Outline a complex topic selection Choose appropriate words for a
selection Evaluate possible point of views
(i.e. personification) Choose vivid descriptors Select method for brainstorming
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210 RIT 211-220 RIT 221-230
Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190
Capitali-zation
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New Vocabulary 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.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190
Writing Compo-sition and Structure
Back to top
New Vocabulary 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
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190
Grammar and Usage
Back to top
New Vocabulary 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
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190
Punctuation
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New Vocabulary 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
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190
Writing Compo-sition and the Writing Process
Back to top
New Vocabulary sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order
underlined, phrase, describe, story, question mark, incomplete sentence, topics, main topic, outline, complete sentence
comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog
RIT 191-200 RIT 201-210 RIT 211-220
comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing
run-on sentence, formal and informal language, composition, simile, subheading, detail, sub-detail, style, figure of speech, suffix, capitalization, caret (editing mark), research report, apostrophe
tone, summary, synonym, personification, metaphor, fantasy, complex sentence, rough draft, personal narrative
RIT 221-230 RIT 231-240
nonparallel construction, sentence fragment, faulty tense change, irony, exaggeration, fragment
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to TopApproved by the State Board of Education March 6, 2003
READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235
LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235
MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.
The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.
The student can perform skills or processes independently without any significant errors.
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.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
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.
Sample Test Items
Basic Grammar and Usage RIT 201-210
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Basic Grammar and Usage RIT 211-220
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Basic Grammar and Usage RIT 221-240
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Capitalization RIT 201-210
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Capitalization RIT 211-220
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Capitalization RIT 221-240
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Composing and Writing Process RIT 201-210
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Return Return Return
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003
Composing and Writing Process RIT 211-220
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Composing and Writing Process RIT 221-230
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Composition Structure RIT 201-210
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Composition Structure RIT 211-220
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Composition Structure RIT 221-240
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