...Goals Index............Home.............Standards Index

will write/recognize complete sentences, using a __________ structure (e.g., simple, complex). 3A.....................
will explain the components and patterns for writing a simple sentence. 3b2 will write complete simple sentences, containing simple subjects and verbs. 3b2
will write complete simple sentences, containing two subjects and/or verbs. 3b2
will analyze and write the formula used to write simple sentences (SV; SSV; SVV; SSVV). 3b2
will explain the components and patterns for writing a compound sentence. 3b2
will write complete compound sentences, using commas and coordinating conjunctions. 3b2
will write complete compound sentences, using semicolons to join independent clauses. 3b2
will analyze and write the formula used to write compound sentences. 3b2
will explain the components and patterns for writing a complex sentence. 3b2
will write complex sentences, having dependent clauses and subordinating conjunctions. 3b4
will write complex sentences, with the dependent clause in the first and last position. 3b4
will analyze and write the formula used to write complex sentences. 3b4
will explain the components and patterns for writing a compound-complex sentence. 3b4
will write compound-complex sentences, using a variety of formulas. 3b4
will analyze and write the formula used to write complex sentences. 3b4

will write complete sentences, using standard punctuation, grammar, and structure. 3A
will use the PENS strategy to write complete sentences. 3a2
will capitalize first letters of beginning words and proper nouns in sentences. 3a2
will end each sentence with the appropriate ending punctuation (.,?,!). 3a2
will write declarative, interrogative, imperative, and exclamatory sentences. 3a2
will write sentences that tell who, what, when, and where. 3a2
will write compound sentences, using appropriate punctuation. 3a2
will edit sentences to correct for the following grammar errors: 3a2
will write compound-complex sentences using appropriate punctuation. 3a3
will edit sentences where punctuation was omitted, adding in. 3a3
will write complex sentences, using appropriate punctuation. 3a3

will use correct grammar, spelling, punctuation, capitalization and structure. 3A
will use exclamation mark at end of exclamatory sentence and after interjections. 3a2
will use question mark at end of interrogative sentence. 3a2
will use period at end of declarative and imperative sentence, after abbreviation, and in outline form. 3a2
will capitalize the first word in a sentence, the pronoun "I", proper nouns, titles of persons and initials, and parts of a letter. 3a2
will spell correctly words ending in a consonant with an inflectional ending or suffix added (e.g., hopping, hoping). 3a2
will spell correctly words ending in "s", "ss", "x", "ch", "sh", with an "s" added (e.g., gases, boxes, churches, pushes). 3a2
will spell words correctly containing the letter "c" pronounced "s" (e.g., ci, ce, cy). 3a2
will spell words correctly containing the "r" controlled vowels (e.g., ir, ur, er, ar, or). 3a2
will spell words correctly containing "long a" and its variants (e.g., ai, ay, a_e, eigh). 3a2
will identify and spell common homophones/homonyms (words that have different meanings and spellings but are pronounced the same (e.g., here-hear, sun-son). 3a2
will use a variety of sentence types (e.g., simple, compound, complete, declarative, and interrogative). 3a2
will write complete sentences. 3a2
will write and edit text using past, present, and future tense correctly. 3a3
will recognize and use the cases (e.g., normative, objective, possessive) of pronouns correctly by labeling the pronoun and its antecedent. 3a3
will recognize and correct sentence fragments, run-on sentences and awkward sentence structure (e.g., misplaced modifiers). 3a3
will supply quotation marks for direct quotations, dialogue, and titles of written works (e.g., stories, poems, etc). 3a3
will supply apostrophes for contractions and possessive nouns. 3a3
will supply commas between cities & states, in dates, addresses, letter parts, direct quotations, direct addresses, appositives, adjective, adverbial clauses, & to introduce phrases & clauses. 3a3
will use periods at the end of a declarative or imperative sentence, after abbreviations, and in outlines. 3a3
will supply commas for words in a series, and for compound sentences. 3a3
will use capital letters for titles of works, titles of people, parts of a letter, proper adjectives, parts of an outline, and for the first word of a direct quotation. 3a3
will use capital letters for proper nouns. 3a3
will identify and form words with the common suffix, "tion", "ly", "ious", "ture", "ible", and "able". 3a3
will identify and form words with prefixes (e.g., in, im, pre, tri, re, un, dis, etc). 3a3
will identify, use, and spell common homophones/homonyms (words that have different meaning and spelling but are pronounced the same (e.g., hear-here, sun-son). 3a3
will write compositions that contain complete sentences and effective paragraphs using English conventions. 3a3
will identify and form words with inflectional endings including when the word ending changes to add "ed" or "ing". 3a3
will spell correctly words that form plurals requiring the addition of "s" and "es" (e.g., girls-dresses). 3a3
will use std. English to edit documents for clarity, subject/verb agreement, adverb & adj. agreement & verb tense; proofread for spelling, capitalization & punctuation; & ensure that documents are formatted in final form for submission and/or publication. 3a3
will demonstrate accurate spelling and pronunciation in their written and oral communication across the curriculum. 3a3
will focus on problem parts of words that are commonly misspelled (e.g., busy, minute, etc). 3a3
will use memorization or mnemonic devices as a strategy for spelling words (e.g., cologne). 3a3
will spell correctly words containing a vowel variant (e.g., ou, ie, ey).3a3
will spell correctly words with multi-spellings for the same sound (e.g., "c" sounded as "k", "c" sounded as "s"). 3a3
will form and spell correctly the plurals of words ending in "o" and "y" (e.g., domino, potato, baby). 3a3
will use editing strategies to recognize and correct errors in subject and verg agreement (e.g., peer record of errors in listening to oral presentation). 3a4
will use a variety of resources and strategies to ensure choices of pronunciation and spelling (e.g., dictionary, spell check, thesaurus). 3a4
will apply rules to the pronunciation and spelling of inflectional endings in communications, (e.g., tion, ly, ing). 3a4
will apply rules to the pronunciation and spelling of homophonic consonant and vowel sounds in communication, both academic and real life. 3a4
will expand pronunciation and spelling skills to include specialized vocabulary commonly used in content areas (e.g., algae). 3a4
will apply rules to the spelling and pronunciation of affixes in communication, both academic and real life; negation; degrees of compairson; directional. 3a4
will recognize and understand the social, cultural, technical/media influences on the evolution of word origins (e.g., technology, mythology, foreign languages). 3a4
will develop a composition in which errors in standard written English usage and mechanics (punctuation, spelling, capitalization) do not detract. 3a4
will recognize the function of antonyms, synonyms, homonyms, homophones, and homographs in oral and written communication. 3a4
will recognize differnet transitional devices (e.g., introductory and internal transitional phrases/conjunctions). 3a4
will select vocabulary that is vivid, precise, and economical for oral and written communication including real life situations, using a variety of resources. 3a4
will recognize and correct standard usage errors in dictated sentences and paragraphs. 3a4
will recognize and correct errors in subject/verb agreement with emphasis on indefinite pronouns. 3a5
will use correct verb tense by recognizing appropriate situations for tense shifts (e.g., rewrite a paragraph in a different tense). 3a5
will use punctuation rules to recognize & correct sentences w/errors in use of commas as interrupters; apostrophes w/possessives; quotation marks w/dialogue; colons w/lists; semicolons between ind. clauses; & commas w/appositives. 3a5
will use capitalization rules to generate sentences containing correct capitalization of proper/common nouns, proper adjectives, direction as a region, and titles of people. 3a5
will use revision and editing strategies to delete or correct errors in organization, content, usage, mechanics, and spelling (e.g., write-re-write). 3a5
will recognize and correct errors in subject/verb agreement with emphasis on indefinite pronouns. 3a5
will use correct verb tense by recognizing appropriate situations for tense shifts (e.g., write a paragraph compositions to illustrate correct tense). 3a5
will evaluate written text and correct for errors in capitalization (e.g., proper/common nouns, proper adjectives, direction as region, and titles of people). 3a5
will use a variety of resouorces and strategies to ensure choices of pronunciation and spelling (e.g., spell check, thesaurus). 3a5
will apply rules to the pronunciation and spelling of inflectional endings in communications both academic and real life (e.g., -tion, -ly, -ing). 3a5
will apply rules to the pronunciation and spelling of homophonic consonant and vowel sounds in communication (e.g., context clues; editing process; phonetic principles "ph" for "f"; "ee" for "ea"). 3a5
will expand pronunciation and spelling skills to include specialized vocabulary commonly used in content areas (e.g., algae). 3a5
will apply rules to the spelling and pronunciation of (prefixes and suffixes in communications. 3a5
will use traditional editing strategies (e.g., symbols, dictionaries) for words not detected by electronic editing devices in computer generated work (e.g., proper names, in inn [homonyms]). 3a5
will produce written text in whch errors in standard written English usage and mechanics (punctuation, spelling, capitalization) do not occur. 3a5

will write paragraphs that are well-organized and complete. 3B
will write 4-6 sentence paragraphs that include a topic sentence and supporting details. 3a2
will write 4-6 sentence paragraphs that include topic, detail, and summary sentences. 3a2
will write 4-6 sentence paragraphs that sequence information in a meaningful way. 3a2
will write paragraphs that include only relevant information in the content. 3a2
will write paragraphs that contain only complete sentences, no fragments. 3a2
will indent paragraphs five spaces. 3a2
will write paragraphs that include a variety of sentence types. 3a2
will write paragraphs that include a variety of sentence structures. 3a2
will write paragraphs that use consistent, appropriate tense. 3a2
will write paragraphs that use consistent, appropriate point of view. 3a2
will write paragraphs that use correct punctuation, grammar, structure, and tense. 3a2

will use the paragraph writing strategy to write and edit paragraphs. 3B
will organize content prior to writing. 3a2
will select/identify a point of view and tense for the paragraph. 3a2
will sequence ideas/sentences in a logical manner. 3a2
will proofread/check own work using the strategy. 3a2
will successfully use the strategy in a variety of classrooms and for a variety of assignments. 3a2

will write paragraphs/compositions that reflect a variety of purposes: 3C
will write paragraphs/compositions that have a clear purpose. 3c2
will write paragraphs/compositions that inform. 3c2
will write paragraphs/compositions that persuade. 3c2
will write paragraphs/compositions that describe. 3c2
will write paragraphs/compositions that explain. 3c2
will write paragraphs/compositions that narrate. 3c2

will write compositions of many types, using the conventions for each. 3Cc
will write essays. 3c2
will write reports or research papers, following teacher guidelines. 3c2
will write articles for newspapers or magazines. 3c2
will write short stories. 3c2
will write personal letters. 3c2
will write business letters. 3c2
will write editorials. 3c2
will write advertisements. 3c2
will write biographies. 3c2
will write an autobiography. 3c2
will write policies/procedures. 3c3
will write technical information for inclusion in a manual. 3c3
will write directions. 3c3
will incorporate graphics and professional formatting into the final drafts of compositions. 3c3

will write essays or themes that follow the conventions of standard English. 3B
will write themes that have a clear focus (main idea) and supporting details. 3b3
will write themes that have logically sequenced paragraphs. 3b3
will write themes that have an introduction, body, and conclusion. 3b3
will proofread or edit themes, correcting. 3b3
will edit themes for clarity, subject-verb agreement, adverb and adjective agreement, and verb tense. 3b3
will use outlining or other strategies for organizing content/structure of the theme. 3b3
will write and edit or proof read a rough draft, using an error monitoring strategy. 3b3
will write final drafts that display correct use of capitalization, punctuation, spelling, and grammar. 3b3
will use the theme writing strategy. 3b3

will use pre-writing strategies to plan and organize compositions. 3B
will list a single topic/main idea and 3-4 related ideas. 3b2
will write a simple outline prior to writing. 3b2
will complete or create a graphic organizer showing content and relationships among ideas prior to writing. 3b3
will follow the sequence developed during planning when writing the composition. 3b3

will locate and correct errors in their own writing. 3A
will explain and pass a test on the error monitoring strategy(ies). 3a2
will locate and correct _______ error in others' writing. 3a2
will locate and correct ___% of all errors in his/her own writing. 3a2
will submit writing samples that are ___% error-free. 3a2

will use technology to produce documents of high quality. 5C
will use a keyboard/word processor to enter ___ words/minute, with ___ errors. 5c2
will create, save, and print documents using word processors. 5c2
will format documents using a word processor. 5c2
will check spelling and grammar using those features found on a word processor. 5c2
will insert photographs or other graphics into written documents. 5c3
will produce multi-media demonstrations. 5c3

will write a total of ___ words in three minutes when presented with a story starter. 5C
will write a total of ___ words in three minutes when presented with a story starter. 5c2

will compose well-organized and coherent writing for specific purposes and audiences. 3B
will compose narrative text that contains a beginning, middle and end. 3b2
will use editing strategies to correct errors in organization, content, usage, capitalization, punctuation and spelling. 3b2
will use prewriting and drafting strategies to generate topics, plan approaches to writing tasks, and target specific purposes (e.g., narrative, informative, and persuasive). 3b2
will develop a paragraph with a main idea/topic sentence supported by details. 3b2
will use writing prompt to develop a composition that has smooth transitions, addresses the assigned topic, and contains specific, relevant details expressed in varied and economical ways. 3b3
will edit and review for words choice, organization, consistent point of view and transitions among paragraphs using technology and formats suitable for submission and/or publication. 3b3
will use writing strategies to address specific writing purposes, such as research, creative, journalistic, essay, narrative, informative and persuasive. 3b3
will use prewriting and drafting strategies (e.g., drawing, clustering, brainstorming, discussion, etc.) to generate topics and plan approaches to writing tasks. 3b3
will write sentences that are complete, varied, and economical. 3b3
will use revision and editing strategies to correct errors in organization, content, usage, mechanics, and spelling (e.g., write-re-write). 3b4
will develop a composition with appropriate and precise word choice. 3b4
will develop a composition that uses complete sentences. 3b4
will develop a composition that is focused and coherent and has a clear, logical progression of ideas. 3b4
will develop a composition that addresses the assigned topic with a clearly worded and correctly placed thesis statement. 3b4
will use a writing prompt to develop a composition that contains a beginning, middle, and end. 3b4
will use drafting strategies for specific writing tasks (e.g., rough draft all paragraphs, essays, book reports). 3b4
will use prewriting strategies to generate topics and plan approaches to writing tasks (e.g., clustering, idea tree, networking). 3b4
will use a writing prompt to develop a composition that contains a beginning, middle, and end. 3b5
will develop a composition that addresses the assigned topic with a clearly worded thesis statement that is supported by relevant details. 3b5
will develop a composition that is focused and coherent and has a clear, logical progression of ideas. 3b5
will use and identify different transitional devices (e.g., introductory and internal transitional phrases/conjunctions). 3b5
will develop a composition that demonstrates variation in sentence structure. 3b5
will develop a composition where word choice is vivid, precise, and economical. 3b5
will develop a composition in which errors in standard written English usage and mechnics (e.g., punctuation, spelling, capitalization ) do not occur. 3b5
will use prewriting strategies to generate topics and plan approaches to writing tasks (e.g., brainstorming, mapping, outlining). 3b5
will use writing strategies to write for audiences including peers, teachers, and employers (e.g., formal versus informal/informational versus conversational). 3b5
will use writing strategies to address specific writing purposes (e.g., narrative, descriptive, informative and persuasive) in paragraphs compositions. 3b5
will collect and organize information through systematic note taking and outlining. 3b5
will follow a style sheet (e.g., MLA, APA, teacher-generated). 3b5
will develop a sound note taking skill that can be applied to classroom, library, interview and other life circumstances. 3b5
will use content and organizational strategies to identify topic sentences and thesis statements (e.g., placement, figurative or literal, singular or multiple focus, implied versus stated). 3b5
will use content and organizational strategies to identify transitional devices. 3b5
will use content and organizational strategies to identify supporting sentences and paragraphs. 3b5
will recognize the specific audience for whom a piece of writing has been generated (e.g., letter of job application/scholarship application, essay, personal letter. 3b5
will correct errors of misplaced modifiers in sentences, paragraphs, and essays (e.g., advertisements, student essays, articles). 3b5
will correct errors in redundancy in paragraphs and compositions (e.g., student work, newspaper articles and editorials). 3b5
will correct errors in parallel structure in paragraphs and compositions (e.g., student work, newspaper articles, editorials). 3b5
will identify and begin to use more subtle forms of transition in a composition (e.g., sentence links, repetition of key words or sentences). 3b5
will use a writing prompt to experiment with point of view (e.g., distance between the writer and his/her subject. 3b5
will adapt a short piece of text to multiple audiences (e.g., peers, teachers, general public). 3b5
will practice effective note-taking skills with careful attention to identifying purpose, main ideas/key facts, overall themes in order to synthesize information into a well-developed essay. 3b5

will communicate ideas in writing to accomplish a variety of purposes. 3C
will use available technology, produce compositions and multimedia works for specified audiences. 3c3b
will recognize writing strategies to address specific writing purposes, (e.g., narrative, informative and persuasive, in paragraphs or compositions. 3c4
will recognize writing strategies to write for audiences including peers, teachers, and employers (e.g., formal versus informal/informational versus conversational). 3c4
will use writing strategies to develop text to address specific writing purposes, to include, but not be limited to, narrative, informative, persuasive and poetical. 3c5
will select a prose quotation and use it correctly in a piece of writing. 3c5

will locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. 5A
will recognize the function of a text (e.g., technical manual, almanac, advertisement, short story). 5a4
will interpret and discuss an illustrator's purpose relative to the specific text, (e.g., critique illustrations contained in a textbook to determine their relevance to the context of the text). 5a4
will locate and identify literary criticism applicable to the genre being studied by using electronic retrival systems (e.g., Internet/CD ROM). 5a4
will make predictions, distinguish fact from opinion, and construct meaning in and beyond the text (e.g., lecture, speech, media). 5a4
will identify and record main idea, linking details, and summary (e.g., dictated material, media). 5a4
will identify the purpose, make predictions, distinguish fact from opinions and construct meaning in and beyond the text (e.g., lecture, speech, media). 5a4
will locate specific information in a text, classifying the information as necessary or unnecessary to understanding the text. 5a5
will select and use appropriate technologies to locate and use reference sources. 5a5
will use interviewing skills of questioning, note taking, exploring, summarizing and roles to explore meaning beyond the text. 5a5
will identify rhetorical devices (e.g., parallel structure, antithesis, an appeal to emotion). 5a5

will analyze and evaluate information acquired from various sources. 5B
will recognize the multiple meanings of words in the context of oral and written communication. 5b4
will evaluate, whenever applicable to the genre being studied, writing samples from the local community (e.g., brochures, editorials, poetry, community history). 5b4
will identify common careers found in short stories and evaluate teir desirability. 5b4
will identify the influences of historical, cultural and biographical (author) factors in shaping styles and voice of literary works, by genre. 5b4
will evaluate, whenever applicable to the genre being studied, writing samples from the local community (e.g., brochures, editorials, poetry, community history). 5b5
will locate and identify literary criticism applicable to the genre being studied by using electronic retrieval systems (e.g., Internet/CD ROM). 5b5
will identify common careers found in nonfiction and fictional works and evaluate their desirability. 5b5
will judge the reliability of sources for bias and authority. 5b5
will demonstrate the ability to use the dictionary by using guidewords to locate a dictionary entry and identify the best definition for the word's context. 5b5
will demonstrate the ability to use a variety of reference sources (e.g., thesaurus, Bartlett's Familiar Quotations, atlas, almanac, specialized dictionaries, and the glossaries). 5b5
will use available primary sources when gathering information, taking into consideration the motives and perspective of those sources. 5b5
will consult various career sources (e.g., Occupational Outlooks Handbook, community resources, college/training center catalogs). 5b5
will relate personal experience to information heard to construct new meaning (e.g., watch a television show and compare/contrast the new knowledge with personal experience). 5b5
will identify copyright and plagiarism laws in the editing process. 5b5
will identify the role and function of the library/media center including all electronic retrieval systems. 5b5
will analyze text for the use of descriptive language, sensory language, figurative language. 5b5
will differentiate between fact and opinion in text (e.g., review of a cultural event). 5b5
will identify and research the influences of historical, cultural and biographical (author) factors in shaping styles and voice of literary works. 5b5
will write an analysis of a poem, short story, novel, or play using terminology and chracteristics of the genre. 55b5
will identify types of written propaganda (e.g., bandwagon, plain folk, and testimonials). 5b5

will apply acquired information, concepts and ideas to communicate in a variety of formats. 5C
will plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources. 5c3
will use electronic editing and traditional editing strategies to spell words correctly in computer generated work. 5c4
will demonstrate competence in penmanship and keyboarding/word processing the writing process to produce a clear, legible product. 5c4
will write a set of complex directions and successfully communicate the directions. 5c4
will demonstrate competence in penmanship and keyboarding/word processing in the writing process to produce a clear, legible product. 5c5
will use electronic editing tools and traditional editing strategies for words not detected by electronic tools in computer generated work. 5c5
will use appropriate software to practice and master English language arts instructional objectives. 5c5
will use a variety of audiovisual and multimedia materials to practice and master English language arts instructional objectives. 5c5
will using a word processor, demonstrate correct keying, editing, and formatting techniques. 5c5
will use appropriate software to practice and master desktop publishing incorporating text, graphics, and various fonts in a variety of formats. 5c5
will use graphic software to organize, analyze and present information. 5c5
will select and use appropriate technologies to create and delivery power-point presentations. 5c5
will revise a text from a written to an oral one to show adaptations a writer makes from writing to speaking (e.g., how to paper). 5c5
will create a graphic organizer to show important ideas in text. 5c5
will identify consequences for not properly following a specific set of instructions (e.g., applying for a job, college, or financial aid or following directions on a test). 5c5
will create an illustration/graphic organizer to demonstrate the importance of and relationship between ideas. 5c5
will demonstrate competence in word processing and, when possible, desktop publishing in articles and editorials. 5c5
will produce an informative or persuasive research paper following a style sheet (MLA, APA, or teacher generated). 5c5
will write a letter of application with a resume. 5c5
will develop a personal style and voice in student's writing (e.g., gender, humor, sentence patterns). 5c5