Language Arts Curriculum Guide Template—Detailed

1 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Go to Writing Process McRel Alignment Go to Composition Structure Go to Basic Grammar and Usage State Board Cut Scores: March 6, 2003 Go to Conventions: Capitalization Go to Conventions: Punctuation State Standards Go to Conventions: Spelling New Vocabulary Capitalization Composition and Structure Grammar and Usage Punctuation Writing ProcessState Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Writing Composition and the Writing Process Return to Top Pre-Writing Learning For Learning: Expository Writing: Given a topic, have Step Up to Skills: Continuum Teacher Observed student brainstorm ideas and details, Writing: Section 1. Webs for thorough examination organize them in a concept web or other 2-7 organizing 735.01.a Teacher of topic. graphic organizer, and convert those into paragraphs Understand Observable 2. Outlines for organization, an outline. (May use Inspiration Section 2-20 DWA compound topic sentence, software.) Demonstrate and practice topic sentences and use the ECA transitions, strong supporting compound sentences for topic sentences. www.sopriswest. writing ISAT details and examples. (Should Mark outlines with highlighters, com process. have more “red” than other green=topic sentence and conclusion, (Brainstormin colors.) yellow= transitions, and red=details and Family Links: g) examples. Sample writing Of Learning: Narrative Writing: brainstorm ideas for prompts-- RIT 201-210 creative verbiage, such as metaphors and Six Traits RIT 211-220 other figurative language for a given story Prompts RIT 221-230 topic. Webpage2 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Drafting Learning For Learning: Expository Writing: Step Up to Continuum Teacher Observable Model how points in the outline become a Writing 735.01b Written first draft faithfully follows sentence or series of sentences in a draft. Section 2: Write in a Teacher outline. Uses clear and specific Write a first draft following an outline organizing variety of Observable details and examples. created using prewriting outline. paragraphs formats DWA Sections 3: 735.02c ECA Of Learning: paragraphs with ISAT RIT 201-210 special purposes Convey RIT 211-220 supported RIT 221-230 main ideasRevising Learning For Learning: Expository Writing: (Be sure to model Skills Continuum Teacher Observable and train for these first. ) Written drafts demonstrating a Have students do at least two readings of Teacher gradual improvement in good their papers. In the first reading have 735.01c examples and details. peers make suggestions based on Observable Appropriate Written drafts demonstrating content, organization, and strength of style and improvement in word selection, and supporting details. vocabulary elements of writing. 735.02b On the second reading have peers (in Variety of Given a weak essay students will groups) make suggestions for word elements make content and style changes to choices, strengthening exact nouns, 735.02c improve the writing using six traits strong verbs and vivid adjectives. Have Convey rubric. students add one or more elements such supported as alliteration, metaphor, etc. main ideas Of Learning: See Test Items from row above3 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Use Editing Learning For Learning: Be the Editor lesson to practice marking and Proof- Continuum Given a piece of writing with several errors. reading errors, students will mark corrections Processes Teacher using the appropriate symbols. Use proofreading rubric to correct a Observable writing assignment for a peer. Be sure to Of Learning: include: 735.02a DWA RIT 201-210 o Capitalization Write and edit ECA ISAT RIT 211-220 o Spelling for RIT 221-230 o Commas correctness o Spacing and clarity o Complete sentences o End punctuation o Subject-verb agreementWriting Composition and Structure Return to Top Appropriate For Learning: 2 Use standard presentation formats for Format Learning Given the type of document students various types of writing. 735.01b Continuum will list (or draw) the main formatting Model and provide graphic organizers for Variety of elements. standard essay, letter, newspaper article, formats Teacher poem (limerick), memo, etc. Observable Of Learning: DWA RIT 201-210 For organization see: Prewriting Skills ECA RIT 211-220 ISAT RIT 221-230Variety of Learning For Learning: Try having students choose a variety of Formats Continuum Given a topic and audience students formats using the same topic and explore 735.01b will select an effective format and the impact of formats based on the Variety of Teacher justify their choice. purpose of the writing. formats Observable o Formats: newspaper article, short DWA descriptive essay, persuasive paper, ECA Of Learning: letter, diary entry ISAT ISAT Goal not in original Learning o Purposes: express self, inform, Continuum create, explain, persuade, entertain, debate, question4 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Appropriate Learning For Learning: Find several interesting stories and copy Style and Continuum In a sample of writing: the first paragraph of each. Discuss the Vocabulary  Revise lead to make it more author’s method of involving the reader in 735.01c Teacher effective the story. Examine similarities and Appropriate Observable  Replace highlighted words differences between different stories. DWA Write several new leads for the same style and with word choices more ECA story using different author strategies. vocabulary applicable to the style of ISAT writing Have the class vote on the most effective  Replace passive verbs with lead. active verbs. With same paragraphs, highlight some word choices and explore how the word choices would differ for different audiences &/or formats. Variety of Learning For Learning: Have student write a poem that includes This was not our Elements Continuum Teacher Observable some of the following elements: idea; see the 735.02b Finished poem demonstrates use of o Alliteration learning Variety of Teacher figurative language. o Hyperbole continuum. Observable Blame NWEA for elements o Metaphor DWA o Personification bizarre grouping ECA of ideas.  ISAT Collect figurative language from a variety of literature sources. Put on overheads and have kids identify what each represents. Details Learning For Learning: See Prewriting: Outlining activity 735.02c Continuum Finished composition demonstrates w/highlighted supporting ideas Main ideas clear main idea and appropriate and details/ Teacher supporting details and examples for Demonstrate RAFT organizer (Role, Observable particular audience and style. Audience, Format, Topic): examples DWA 1. Select wide topic and have groups of ECA students write RAFT formula for it; ISAT list various formulas on board and analyze choices and how they affect tone, voice, style. 2. Students apply RAFT for their own compositions5 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Composition Learning For Learning: For writing to inform see Prewriting, Forms Continuum Given a limerick students will Drafting, and Revising. 735.01b correctly identify a correct or incorrect Variety of Teacher rhyme. Share a number of limericks and help formats Observable students discover the rhyming scheme 735.01c DWA Given a portion of a piece of writing, and format. Then model writing one with ECA students will correctly identify what the class. Make a sample rhyming Appropriate ISAT type of writing it is. dictionary having the students come up style and with the rhyming words. Then they can vocabulary Of Learning: use the dictionary as a resource in writing 735.03 RIT 201-210 their own limericks. Writing to RIT 211-220 inform RIT 221-230 Collect passages that inform, explain, 735.04 writing respond to literature, analyze and for literary evaluate, report research findings, and response/ share technical information. Analyze with expression students the similarities and differences. 735.05 Create a description of the defining Write to characteristics of each. Examples might analyze and include yellow pages ad, letter to the evaluate editor, friendly note, diary entry, poem, 735.06 book report, science article, etc. Write research For standards (not tested by ISAT): findings Students must have practice writing in 735.07 these formats: research report, “how to” essay, book report, and an informative Write article. technical information Variety of Learning For Learning: Demonstrate different organizational Components Continuum Given a piece of writing students will styles using graphic organizers and using 735.02c identify the organizational style. an example topic to create an outline for Main ideas Advanced: Students will re-organize a each. paper into another organizational Sequential/process paper and details/ o style. Chronological sequence examples o o Main idea to examples Given a lengthy piece of writing o Examples to main idea students will determine where o Least important to most6 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives paragraph breaks should be. o Most important to leastOf Learning: Take well-organized short essay and RIT 201-210 (Develop Paragraphs) remove all paragraphing so that it is one RIT 211-220 (Develop Paragraphs) BIG paragraph. Have students open the RIT 221-230 (Develop Paragraphs) 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 Learning For Learning: Display an example of each of the Sentences Continuum Students will identify the four following sentence types/functions: 735.02a types/functions of sentences in a declarative, interrogative, imperative, Write and edit Teacher piece of writing. Teacher exclamation. Ask what sentence #1 does Observable for Observable: Student writing (tells something) and lead class to word DWA correctness demonstrates variety of sentence “declare”; then explain it’s called a ECA types/functions. declarative sentence. Do similar analysis and clarity ISAT w/other types. Identify in piece of Of Learning: literature various sentence forms and RIT 201-210 analyze how they make the piece RIT 211-220 effective. RIT 221-230Sentence Learning For Learning: In daily oral language, also identify the Structure / Continuum Given an example of each, students parts of speech (especially, noun, verbs, Type / Kind will identify each sentence type, and adjectives) pointing out the sentence 735.02a Teacher either by name or by part of speech patterns noun-verb, noun-verb-noun, Write and edit Observable pattern. Students will also complete noun-verb-verb. DWA sentences that are missing an for ECA adjective following a linking verb. Create an example for each of the correctness ISAT sentence types (simple, compound, and clarity Of Learning: complex, and compound, complex-also RIT 201-210 with simple and compound subjects RIT 211-220 and/or predicates). Use these examples RIT 221-230 to describe the properties of each. Then use DOL to have students identify 7 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives 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 Learning For Learning: Introduce subject-verb agreement by agreement Continuum Given sentences with incorrect giving students 2 nonsense sentences 735.02a subject-verb agreement, students will where the subject is clearly singular or Write and edit Teacher correct the verb form. Students will plural. Have them identify the correct verb for Observable also identify singular and plural form. (The ama ____ the borbh. The correctness ISAT subjects based on the verb form in a amas ____ the corbh. (plin or plins) Then ECA sentence. talk about the correct conjugations for the and clarity Family Links: DWA Teacher Observable different subjects (I, we, you, they no “s”/ Student writing demonstrating correct he, she, it with an “s”). Use DOL to usage. practice correcting and identifying Of Learning: sentences with correct subject-verb RIT 201-210 agreement. (Holt, Rinehart, and Winston, RIT 211-220 2004) **”Jabberwocky” poem is excellent RIT 221-230 resource also.Noun Forms Learning For Learning: 735.02a Continuum Possessive nouns: Give the students the Write and edit Students will correctly use regular following sentence, “The actors will wear for Teacher and irregular plural nouns in writing. the final versions of lion masks, each correctness Observable Students will also identify collective attached to a frame holding the mask and clarity ISAT nouns and correctly use them in a above the actor’s head.” Ask students to ECA sentence (subject-verb agreement). tell how the words “actors/actors’” are DWA different. They are both nouns (person, place, or thing), but one shows ownership. Of Learning: Have students practice creating RIT 201-210 possessive nouns for regular singular and RIT 211-220 plural and irregular plural nouns. Discuss RIT 221-230 the rules for forming possessive nouns. (High Point, Level C, Hampton-Brown, 2001)Review and use regular and irregular plural nouns in DOL and other writing 8 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives assignments. Also include collective nouns.Pronoun Learning For Learning: Use DOL to identify parts of speech Forms Continuum Teacher Observable including subjective, objective, possessive 735.02a Student writing demonstrates and reflexive pronouns. Write and edit Teacher proficiency for Observable Students will correctly use and Divide class into groups and ask each correctness ISAT identify pronouns in short multiple group to write a paragraph on a topic such ECA choice quiz. as a class trip, sport, or project. One and clarity DWA student begins by writing a sentence Of Learning: containing a personal pronoun, then RIT 201-210 underlining the pronoun and identifying RIT 211-220 the type. The next student adds to the RIT 221-230 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 Tenses Learning For Learning: Cover 3 verb tenses: past, present, and 735.02a Continuum Given a sentence students will future (past and present perfect would Write and edit identify past, present, or future also be good, but aren’t on the learning for Teacher tenses. Students will also convert the continuum.) Have student conjugate correctness Observable verb in a sentence from one tense to verbs from one tense into another. Then and clarity ISAT another. play a tense game. With students on ECA teams, give a sentence in one tense and 9 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives DWA ask for it back in a different tense. One Of Learning: student on the team repeats the sentence RIT 201-210 in the new tense. If the student gets it RIT 211-220 right, he/she takes a shot at the basket. If RIT 221-230 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 Learning For Learning: Use the Teacher’s Book of Lists (or other Forms Continuum Teacher Observable source) to find the most frequently used 735.02a Students using a variety of verb irregular verb forms, which are mostly Write and edit Teacher tenses correctly in writing. past tense and past participles. Have for Observable students make flashcards with the present correctness ISAT Of Learning: and past on one side and the present and ECA RIT 201-210 past perfect on the other. Students and clarity DWA RIT 211-220 shuffle their cards together in groups. RIT 221-230 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 Learning For Learning: Use DOL sentences to identify adjectives. Forms Continuum Given a sentence, students can 735.02a identify the adjectives. Use Masterpiece Sentence strategy Write and edit Teacher Given a sentence with a predicate (Language!) to expand simple sentences for Observable adjective, students can give the to include adjectives and adjective correctness ISAT comparative or superlative. phrases telling how many, which one and ECA Given a sentence using “well” or what one about the subject. and clarity DWA “good”, the student can identify if it is used correctly. Teacher Observable Give students a number of adjectives. Comparison/Contrast essay Have them write matching sets using the emphasizing adjective use. adjective, its comparative and superlative Masterpiece Sentences (Language!) forms. 10 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives o He is tall. Of Learning: o They are taller (than he is). RIT 201-210 o I am the tallest (of all). RIT 211-220 Spelling review: Be sure to give some RIT 221-230 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 Learning For Learning: Use Masterpiece Sentence strategy Forms Continuum Teacher observable (Language!) to expand simple sentences 735.02a Student finished masterpieces to include adverbs and adverb phrases Write and edit Teacher Given sentences, students will telling how, when and where the action for Observable identify adverbs, comparative took place. correctness ISAT adverbs, and superlative adverbs ECA Give students in groups of 4 (or with a and clarity DWA Of Learning: partner) a list of adjectives. Have RIT 201-210 students 1 & 3 do comparative, and 2 & 4 RIT 211-220 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.) Negative Learning For Learning: Find sentences from dialogue, Forms Continuum Teacher observable demonstrating the use of a double 735.02a Deliberate use of double negatives, negative for emphasis, or vernacular Write and edit Teacher not otherwise, in student writing. speech. Then examine how the literal for Observable meaning is different than the intended correctness ISAT Of Learning: meaning. (i.e. I don’t know nothing, ECA RIT 201-210 means that you do know something.) and clarity DWA RIT 211-22011 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives RIT 221-230Phrases Learning For Learning: Use DOL sentences to have students 735.02a Continuum Teacher observable identify subject/predicate of a sentence. Write and edit Given a phrase in a sentence, Have them double underline the verb for Teacher students can identify the type of phrase (or complete predicate. correctness Observable phrase. and clarity ISAT Have students find prepositional phrases ECA Of Learning: and determine if they are being used as DWA RIT 201-210 an adverb or as an adjective. Use RIT 211-220 sentences diagramming for frequent short RIT 221-230 practice at identifying these. Clauses Learning For Learning: Introduce the subject of complete 735.02a Continuum Student sentences sentences and sentence fragments by Write and edit General student writing comparing the sentence to a car, which for Teacher requires both the body and the engine to correctness Observable Of Learning: work, just as a sentence needs both a and clarity ISAT RIT 201-210 subject and a predicate. Give students ECA RIT 211-220 subjects and predicates on strips have DWA RIT 221-230 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 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. 12 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Have the student identify the base subject/ predicate. Have students create several such sentences and use them in a paragraph.Noun / Learning For Learning: Have students work at the board as you Pronoun Continuum Multiple choice quiz dictate sentences containing pronouns. Antecedent Ask students to circle the pronouns and 735.02a Teacher Teacher Observable draw arrows to each pronoun’s Write and edit Observable Student writing antecedent. (Holt) ISAT for ECA Of Learning: correctness DWA RIT 201-210 and clarity RIT 231-240 Subject and Learning For Learning: Use DOL to help students identify subject Predicate Continuum DOL and predicates. Differentiate between 735.02a simple and complete. Write and edit Teacher Of Learning: for Observable Not on original learning continuum correctness ISAT ECA and clarityRun-ons and Learning For Learning: Use DOL practice with fragments and run- Fragments Continuum Student writing on sentences. Correct these by adding 735.02a Given sentences students will identify punctuation, conjunctions, or by Write and edit Teacher a fragment, run-on, or correct combining or separating sentences. for Observable sentence. Students will correct correctness ISAT incorrect sentences. Also, find examples of each from student ECA writing and ask students to correct them. and clarity DWA Of Learning: This can also be used with Sentence Not on original learning continuum Fluency to show how longer and shorter sentences can be used effectively.13 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Conventions: Capitalization Return to Top Fundamen- Learning For Learning: Practice writing a generic letter requesting tal Rules: Continuum Student writing information. Correctly capitalize the Beginning greeting and closing without a proper Capital- Teacher Of Learning: noun (only first word is capitalized except This is what they Observable RIT 201-210 for Sir or Madam). ization will test.  DWA RIT 211-220 ISAT RIT 221-230 Use DOL followed by actual writing of a 735.02a ECA dialogue to practice dialogue capitalization Write and edit and punctuation. Perform the dialogue. for correctness and clarityCapitalization: Learning For Learning: Use DOL capitalization practices. Adjectives & Continuum Student writing Titles Include examples such as: Teacher Of Learning: orchestra vs. Boise Symphony Orchestra 735.02a Observable RIT 201-210 lake vs. Payette Lake Write and edit ISAT RIT 211-220 war vs. World War II ECA RIT 221-230 French, English cultures, etc. for DWA correctness and clarityCapitalization: For Learning: Use DOL capitalization practices Proper Learning Student writing Include: Nouns Continuum lists Compass directions vs regional names Family Links: (west, how the West was won) 735.02a Of Learning: Titles Write and edit Teacher See test items from row above, A senator of U.S. Senate vs. Senator Observable Gordon for “Adjectives, Titles, Sentence DWA correctness Beginnings” ISAT Give students a large number of nouns, and clarity ECA both proper and common, without capitalizing any of them. Have students sort them into two columns and capitalize as needed.14 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  ObjectivesFundamental Learning For Learning: Use DOL daily practice. Rules Continuum Title selections 735.02a Bulletin board presentation Show students which words do not get Write and edit Teacher capitalized on publication titles (articles for Observable Of Learning: and many prepositions) Have them make correctness ISAT Not on original Learning Continuum up titles that should have been sold to ECA people as they boarded the Titanic. and clarity DWA 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 Top Use Appro- For Learning: Use DOL to practice end punctuation. priate End Learning Teacher Observation Family Links: Punctuation Continuum Student writing See Fundamental Rules: Beginning 735.02a Capitalization for dialogue activity. Write and edit Teacher Given sentences with missing or Observable incorrect end punctuation, students for (Writing project rubrics should also DWA will correct it. correctness include training students to self/peer ISAT Of Learning: and clarity edit separate from the revising ECA RIT 201-210 process.) RIT 211-220Use Commas Learning For Learning: See Fundamen-tal Rules: Beginning Appro- Continuum Correctly insert commas in a series of Capital-ization for dialogue activity. priately sentences containing appositives, Family Links: 735.02a Teacher phrases, or subordinate clauses. See Masterpiece Sentences Write and edit Observable (adjectives) and Masterpiece Sentences15 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives for DWA Teacher Observable (adverbs) for practice with adjective and correctness ISAT Student writing adverb phrases. and clarity ECA Also stress need for comma following Of Learning: an opening dependent (subordinate) RIT 201-210 clause in a complex sentence. RIT 211-220 Use clause word strips to write complex RIT 221-230 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- For Learning: See Possessive Nouns for strategies for trophes Given a contraction, students will forming singular and plural, regular and 735.02a write the component words, or in irregular possessive nouns. Write and edit Learning reverse, will create the contraction for Continuum from the words. Have groups of students create posters or correctness word table of contractions of helping Teacher Teacher Observable verbs. (will not=won’t, should and clarity Observable Student writing not=shouldn’t) DWA ISAT Of Learning: ECA RIT 201-210 RIT 211-220 RIT 221-23016 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives Appropriate For Learning: See Capitalization for dialogue activity. Marks in Learning Student written dialogues Dialogue Continuum Display a cartoon strip on overhead. 735.02a Of Learning: Instruct students to rewrite the Write and edit RIT 201-210 (Enclosing Punctuation) conversation in dialogue form. Do Teacher RIT 211-220 (Enclosing Punctuation) together or have student volunteers put for Observable their dialogues on the board. Go through correctness DWA, them together, demonstrating the and clarity ISAT appropriate punctuation and capitalization, ECA and how it varies depending on placement of the tag line. Use Learning For Learning: Give students category headings of book, underlining Continuum Student writing magazine, movie, music CD, newspaper, for titles Student title lists play, television. Have them write an 735.02a Teacher example of their favorite in each category. Write and edit Observable Of Learning: Then underline each. Explain that on the ISAT RIT 211-220 computer, the underline is changed to for ECA RIT 221-230 italics. Have students write a sentence correctness DWA on the board, using their favorite and clarity 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 Learning For Learning: Give students paired examples of and Continuum Frequent “practice” quizzes compound-complex sentences such as, Independent Student writing -While we like pizza, we don’t eat it and Clauses / Teacher often order salad. Observable -While we like pizza, we don’t eat It, and Comma ISAT Of Learning: we often order salad. Usage ECA Not in original Learning Continuum There are two rules to teach. 735.02a DWA 1. A comma goes between the Write and edit dependent (subordinate) clause and for the independent clause. Key correctness subordinating conjunctions can help and clarity students identify these (although, while, since, etc.) **Refer to “Use 17 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives 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 Top High For Learning: Practice, Practice, Practice Frequency Learning Spelling Continuum Spelling games and activities Use a variety of spelling games to Words Correct spelling in student writing. encourage practice of non-phonetic Spelling Lists Teacher words. 735.02a Observable Of Learning: Write and edit DWA RIT 201-210 Create a spelling dictionary for words that for ISAT RIT 211-220 students frequently misspell. Have correctness ECA RIT 221-230 students add their own spelling demons to and clarity 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. Conventional Learning For Learning: Teach Rules Continuum Practice quizzes -i before –e except after –c rhyme. 735.02a Write and edit Teacher Of Learning: Teach students strategies for spelling for Observable See row above, “High Frequency phonetic words. correctness DWA Words” o Sound out words carefully and write ISAT and clarity down what you hear. ECA o Break words into syllables and make sure each syllable matches the sounds in the written word. o Write difficult words in the spelling 18 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Local Learning Sample Assessment Sample Minimum Sample Teaching Sample Standard Continuum Sequence Hours Curri- and Sample Quizzes Allotted Strategy Resources and culum and other Benchmark Performance  Objectives dictionary. o Practice saying the word exactly as it is spelled for future reference.19 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003State Writing Standards—7th Grade Return to Top 01. 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: 1. Understand and a. Understand and use steps of i. Use various genres and modes for use the writing writing process: writing: poetry and fables, narrative and process. - Brainstorm; expository. - Draft; ii. Write coherent paragraphs. Back to Writing Process - Revise; - Edit; - Publish. b. Write in a variety of formats to i. Create learning logs, personal learning Back to Writing Process record, generate, and reflect records, laboratory reports, and Back to Comp. & Struc. upon ideas. 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 c. Identify and use appropriate i. Use connotation and denotation to Back to Writing Process style and vocabulary for select appropriate vocabulary. Back to Comp. & Struc. particular audience. ii. Replace all "passive" verbs with "active” verbs to strengthen voice and clarity.2. Write and edit for a. Determine and apply rules i. Demonstrate understanding of correct correctness and and conventions for the subject/verb agreement, verb tense, 20 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003 clarity. following: and use of modifiers. - Eight parts of speech, ii. Identify errors related to use of double Back to Writing Process dependent and negatives, redundancies, and independent clauses, and homonyms. Back to Grammar and common phrases to iii. Use the Eighth Grade Direct Writing Usage include prepositional Assessment Scoring Standard to guide participle and appositives; proofreading. Back to Capitalization - Punctuation; iv. Participate in peer editing process. - Capitalization; Use student-friendly scoring standards Back to Punctuation - Spelling; and anchor papers. - Legibility. v. Spell seventh-grade high-frequency Back to Spelling 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). b. Incorporate a variety of i. Replace three adjectives in own writing Back to Writing Process elements of writing: with appropriate metaphors. Back to Comp. & Struc. - Alliteration; ii. Replace overused and simplistic - Figurative language; adjectives with more descriptive words. - Hyperbole; - Metaphor; - Personification; - Vocabulary. c. Convey clear and focused i. Write business documents, personal Back to Writing Process main ideas that are letters, letters to the editor, and essays. Back to Comp. & Struc. appropriately supported by ii. Write thank-you notes. details and examples for iii. Write an introduction for a speaker.21 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003 selected topic, audience, and iv. Write a laboratory and/or scientific purpose. report. - Use topic sentences, v. In writing, present facts and directions, appropriate word choices, explain ideas, and define such terms variety of sentence as cause and effect relationships; structures, parallelism, compare and contrast. transitions, paragraphing, indentation, organization, and documentation of sources; - Choose tone, voice, style, mood, and persona appropriate for various purposes, disciplines, and audiences.3. Write to inform and a. Use facts, data, and i. Use such resources as newspapers, explain. processes from technical and magazines, manuals, and literary non-technical materials to works from which to collect data. Back to Comp. & Struc. inform through writing. ii. Practice note taking. Include listing main ideas, omitting unnecessary words, and using abbreviations. b. Produce documents in i. Respond in writing to a teacher- appropriate format to inform prepared, written expository prompt and explain. once per grading period. ii. Evaluate own writing using the Eighth- Grade State Direct Writing Assessment Scoring Standard.4. Write for literary a. Compose a response using i. Analyze two authors' styles. Write a response and ideas and techniques from a response that imitates one of the expression. variety of literature and fine authors' styles. Back to Comp. & Struc. arts that represent many ii. Write about a particular aspect of a cultures and perspectives. piece of literature and relate to own experiences. b. Appropriately use a thesis i. Write an evaluative essay of a favorite statement and supporting book or movie. evidence. ii. Respond to essay questions in paragraph form: include topic sentence, supporting details, and conclusion. c. Write and publish original i. Produce short stories, essays, poetry, creative works that include and plays. figurative and descriptive ii. Incorporate metaphor, simile, language. personification, alliteration, imagery, consonance, and assonance.5. Write to critically a. Analyze for the following i. Analyze elements within persona, peer analyze and elements: and professional writing, current evaluate. - Purpose; events, visual and performing arts, - Ideas; advertising, and political/civic Back to Comp. & Struc. - Style; discourse. - Structure; ii. Compare such elements in formal and - Effectiveness. informal poetry as rhyme, scheme, figurative language, rhythm, and voice.22 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003 b. Use a thesis and appropriate i. Produce a critique, review, proposal, supporting evidence to and editorial. persuade and inform a ii. Explain personal perspective related to specific audience. 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.6. Write to gather, a. With teacher support, i. Produce news articles, individual and synthesize, and incorporate a variety of collaborative reports, brochures, communicate informational and proposals, critiques, and multimedia research findings. technological resources to presentations. perform the following: ii. Incorporate geographical research Back to Comp. & Struc. - Appropriately paraphrase, process: quote, and cite to avoid  Choose and limit topic; prepare plagiarism; research questions. - Consider motives,  Locate reference materials; prepare credibility, and bibliography and note cards and perspectives of authors paraphrase resource materials. when selecting resource  Gather information from at least two materials; sources; select relevant information. - Formulate thesis or focus  Summarize information into a one- to and provide relevant two-page report. support.  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.7. Write technical a. Locate specifically-named i. Identify, select, and prioritize web sites. information. sources. ii. Communicate with others via computer. iii. Interpret and organize information. Back to Comp. & Struc. b. Produce technical document. i. Arrange and format text with a processor. ii. Combine visual text to create multimedia presentations.23 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 20037th Grade Spelling Lists Return to Curriculum GuideList 7.1 List 7.2 List 7.3 List 7.4 List 7.5 List 7.6 List 7.7 account activities Alaska alphabetical bridge brief bright board both bread breakfast already alter although represent required return round sample scattered scene speak special species specific spend spent spoke degrees delight delivered deposits destroyed details determine congruent connected consider consists construct contain contrast disease diving drifted eager easy effect effort express expression extend fabric false familiar famous follow forth forward France involved issue juice inside instant integers interest function further futureList 7.8 List 7.9 List 7.10 List 7.11 List 7.12 List 7.13 List 7.14 British build buried business cabin camera captain among amount apart appear approached arrived atmosphere section segment selection sentence September settled several spread stage statement storm straw strength string developed development differ dinner direction discovered create control council courage course cousin crawled support Egypt electrons elements empire empty enemy engineer farther feather features federal fellow few fight manufacturin knocked large learned limited listen g melody gently Germany glance gradually grinned happened harbor24 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003List 7.15 List 7.16 List 7.17 List 7.18 List 7.19 List 7.20 List 7.21 celebrate chance Chinese chord circuit citizens claim atomic attention audience automobile available aware balance shadow shape share sharp short simply since struggle substances suggested clues comfortable compass complex creatures crowd crystals curious customs danger dangerous suppose surface surrounded sweeping swing switch team entered entire equivalent thick thin though thread final finally floating erosion errors established events Mexico minor Mississippi mistakes molecules money motion highway hospital however hungry husband imagine importanceList 7.22 List 7.23 List 7.24 List 7.25 baseball basic beneath beyond relationship religion remember replace single singular slightly social daughter death decide decision composition compound conditions congress television territory theory therefore together tomorrow university vary expanded expect explain explorers evidence examine exclaimed exist improve income indeed independenceBe the Editor Lesson Plan Return to Curriculum GuideBe 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. Objectives Students  apply their knowledge of rules of English grammar, punctuation, capitalization, and spelling.  learn about some accomplishments of famous black Americans. 25 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Keywords spelling, 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. 26 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Lesson Plan Pass 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. Assessment Students 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 Source Education World Submitted By Gary Hopkins National Standards LANGUAGE ARTS  English GRADES K - 12 NL-ENG.K-12.4 Communication Skills NL-ENG.K-12.9 Multicultural Understanding NL-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) 27 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Capitalization Adjectives,  Capitalize first word of a quotation  In a quotation, capitalize only the  In a quotation, capitalize only the Titles,  Distinguish sentences using first word if the sentence continues first word if the sentence continues Sentence quotations that are not capitalized past the part identifying the speaker past the part identifying the speaker Beginnings correctly  Compass directions – when to and  All titles  Capitalize the first word in the not to capitalize them sentence and the first word of a  Full names, including titles Return to Curriculum quotation Guide  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 sentencesFundamental  Format: Most of the items in  Format: Most items also call on  Format: Sentences contain Rules this range require correct finer distinctions between common various combinations of identification of more that one and proper nouns, depending on correctly and incorrectly used Return to capitalization error, either how they are used in the sentence capital letters, generally relating Curriculum missing capitals or incorrect (Mother, my mother) to use in quotations, but also Guide capitals  Format: Sentences contain various first words in sentences, and  Format: Longer passages in combinations of correctly and proper/common nouns many of the items incorrectly used capital letters,  Distinctions between common  Generalize rules of when to generally relating to use in and proper nouns, depending on capitalize the first word: quotations, but also first words in how they are used in the sentences, poems, letter sentences, proper/common nouns, sentence (Mother, my mother) greetings capitalizing multiple sentences in a  Generalization of capitalization paragraph rules – classifying types of 28 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 Differentiate between similar  All titles: what to capitalize and nouns that should be capitalized common and proper nouns what not to capitalize  When to capitalize family  Radio and TV station initials  Generalize capitalization rules relationships  All titles: which words should and should not be capitalized  Compass directions: when they are correctly and incorrectly capitalized Fundamental  Capitalize the first word in the  Capitalize only the first word in the Rules- greeting and closing of a letter greeting and closing of a letter with Beginning  Capitalize the first word in the no proper nouns Capitali- sentence zation  Capitalize only the first word in a multi-word greeting or closing Return to Curriculum Guide Proper  Full names, including titles and  Countries, nationalities, languages  Full names, professional and Nouns initials  Holidays, special events family titles  Particular places, points of  Places, rivers, parks, bridges,  Holidays and special events Return to interest, buildings, monuments monuments…  Nationalities, languages, Curriculum  Teams, organization,  Artistic groups countries, continents Guide government bodies  Buildings, businesses, stores  Towns, cities, particular  Countries and continents geographic locations (___  Historical events and eras Valley, Mt. ___)  Companies, stores, products  Organizations, clubs, teams,  Classes, schools groups  Ships  Classes, courses  Identify proper nouns  Religions29 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Writing Composition and Structure Appropriate  Combine sentences into paragraph  Use standard forms of indentation Format structure  Review several paragraphs and  Look for patterns of organization in choose the best organization Return to a paragraph  Determine the pattern of Curriculum  Order sentences into a concise organization in a lengthy passage Guide 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 Appropriate  Focus on exclamatory sentence  Choose best opening paragraph in a Style and structure narrative piece of writing Vocabulary  Choose the best definition for the  Use of vocabulary of declarative, Return to term “topic sentence” imperative, interrogative and Curriculum exclamatory terms Guide Composition  Write limericks (221-230) Forms  Define composition forms in  Select sentences that support topic lengthy passages sentences Return to  Select sentences that support Curriculum conclusion Guide  Identify all four sentence forms within a lengthy paragraph (231-240)30 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 Find the four sentence types within a given paragraphDetails  Select clear details for paragraphReturn to Curriculum Guide Variety of  Edit sentences into multi- (221-230) Components paragraphs  Identify topic sentence when it is  Determine method of organization not the first sentence of the Return to (i.e. order of events, from examples paragraph Curriculum to main idea, go from main idea to (231-240) Guide examples)  Edit sentences to create complete paragraphs Variety of (221-230) Elements  Determine mode by reading a Return to lengthy passage Curriculum Guide Variety of (221-230) Formats  Write in the persuasive mode Return to Curriculum GuideGrammar and Usage31 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Adjective  Use comparatives “less, least”  Recognize that adjectives are (221-230) Form correctly words that describe things  Recognize correctly and incorrectly  Understand the meaning of  Use comparatives “-y, -ier, -iest” used comparative forms, use tricky Return to comparative adjectives correctly context clues to determine correct Curriculum  Identify adjectives used in a  Understand that there are names for use Guide sentence various parts of speech; identify  Recognize correctly and incorrectly which word in a sentence is the used comparative forms adjective  Understand the use of the adjective-forming suffix “-al” when added to nouns ending in “– tion” (inspiration, inspirational)  Understand that comparative –er means to compare two things  Understand the correct use of “good” as an adjective, not an adverb Adverb  Understand that adverbs can tell  Format: Longer sentences, more Form “where, when, or how”; difficult vocabulary  Identify adverbs that tell “when”  Recognize correct and incorrect use Return to  Use comparative adverbs correctly of adverbs, including comparative Curriculum  Understand the meaning of adverb forms Guide comparative adverbs  Recognize correct and incorrect comparative adverb forms for words ending in –ly32 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Clauses  Understand the intended meaning  Identify the main clause in a (221-230) of a particular clause sentence  Identify a dependent clause Return to Curriculum Guide33 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Irregular  Format: Difficulty of vocabulary  Identify troublesome irregular (221-230) Verb Forms increases in this RIT range verbs (lie/lay, sit/set, etc.)  Determine which verb to use in a  Determine which verb to use in sentence with or without an Return to sentences with or without auxiliary auxiliary verb Curriculum verbs  Identify correct form of less Guide commonly used irregular verbsNegative  Recognize the correct use of only  Recognize the correct use of (221-230) Forms one negative in a sentence: no more negatives “hardly” and “scarcely”  Recognize the correct and incorrect than; hasn’t any use of negatives “hardly” and Return to  Recognize that two negatives in a “scarcely” Curriculum sentence is not Standard English  Recognize the correct use of only Guide  Use “n’t” contractions correctly 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 weNoun Forms  Recognize the correct plural form  Recognize which is not a correct (221-230) of a noun irregular plural noun  Understand the meaning of a plural Return to  Understand the meaning of a  Identify a plural possessive noun possessive noun Curriculum singular possessive noun  Recognize the correct possessive form Guide  Distinguish plural nouns from  Recognize the correct irregular singular collective nouns, nouns of a word34 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 plural form of a noun that end in ‘s’, and possessive  Distinguish a possessive noun from a  Identify which word is not a plural nouns plural noun or a noun used as a noun  Identify a noun that is an idea or a contraction with ‘s for “is”  Recognize the correct use of a feeling, not just a person, place, or  Recognize the correct irregular plural plural noun in a sentence thing form of nouns not commonly used (Latin roots like data-datum; open  Distinguish possessive nouns from compounds like lady in waiting) contractions  Distinguish irregular plurals from  Recognize a collective noun as words that are not plural being singular, distinguishing it (231-240) from plural nouns  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 plurals35 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Noun-  Identify the noun replaced by a  (231-240) Pronoun pronoun  Recognize clear or unclear Antecedent  Replace more than one noun with pronouns-antecedents the correct pronouns, matching Return to gender and type of pronoun: Curriculum nominative, objective, and Guide possessive  Use the correct pronoun in one sentence to match the number and gender in another: themPhrases  Vocabulary: prepositional phrase  Recognize what part of the (221-230)  Identify a prepositional phrase sentence a prepositional phrase  Recognize a simple noun phrase Return to  Recognize a phrase telling “which” modifies  Recognize and identify a Curriculum  Recognize a prepositional phrase prepositional phrase containing Guide used as an adjective ‘in’, ‘toward’, ‘with’, ‘around’,  Recognize the meaning of a verb ‘into’ phrase (231-240)  Recognize and identify a prepositional phrase containing ‘within’  Recognize adverb and adjective phrases Pronoun  Recognize the correct and incorrect  Identify which word in a sentence (221-230) Forms use of nominative, objective, is the pronoun  Recognize the correct and incorrect possessive, and demonstrative  Recognize the correct and incorrect use of nominative and objective Return to pronouns use of reflexive, nominative, case pronouns in complex Curriculum  Use objective pronouns correctly in possessive, and objective pronouns sentences Guide a complex sentence: Everyone  Understand the meaning of a  Use nominative pronouns followed 36 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 except ___… pronoun: “all of us” = “we” by a noun correctly: We boys  Recognize correct and incorrect use  Use nominative case pronouns will… of “their, they’re, and there” correctly  Use nominative pronouns correctly  Use reflexive pronouns correctly:  Use nominative pronouns correctly as the first word in a compound themselves in compound subjects subject  Recognize the correct and incorrect  Use indefinite pronouns correctly: use of “I” in a compound subject or “___ of the girls is …” (many, in a list some, either, several)  Recognize the correct and incorrect  Distinguish “that” used as a use of reflexive pronouns: pronoun from “that” used as an themselves, itself, herself, adjective ourselves  Recognize the correct and incorrect  Use indefinite pronouns in a phrase use of “who, who’s, and whose” correctly: “___ of the people were…” (few, each, one, either) Run-on  Recognize complete and  Identify sentence fragments Sentences & incomplete sentences (first time Fragments this term appears)  Recognize a group of words as an Return to incomplete sentence or a question Curriculum Guide Sentence  Identify compound sentences  Identify sentence patterns (221-230) Structure/  Identify sentence patterns (some (sentences with articles, simple  Identify sentence patterns Type/Kind articles and possessive pronouns adjectives): noun-verb, noun-verb- (sentences containing adjectives used in short, simple sentences): noun, noun-verb-verb and helping verbs): noun-verb, Return to noun–verb, noun-verb-noun  Identify a sentence as simple or noun-verb-noun, noun-linking Curriculum compound verb-noun Guide  Change the word order and keep the same meaning  Complete sentences correctly with  Determine the correct verb forms 37 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 Add a phrase to form a complete words or phrases or verb phrases to use in compound sentence  Recognize sentences with clear or complex sentences  Verbalize what sentence part is meaning and correct form (231-240) needed to form a complete  Name the part of the sentence  Identify a complex sentence sentence: subject, object, adjective, needed to complete a sentence: or subordinate clause adjective to complete the linking verb  Recognize complete complex sentencesSubject &  Name the two main parts of a  Identify the subject of a sentence (221-230) Predicate sentence  Identify the predicate of a sentence  Identify the part needed to Return to complete a sentence: subject, Curriculum object, or adjective to complete the Guide linking verb  Verbalize that a predicate contains a verbSubject/Verb  Recognize the correct use of  Recognize the correct use of (221-230) Agreement subjects or verbs in the following subjects or verbs in the following  Recognize the correct use of cases: cases: subjects or verbs in the following Return to o Singular subject – linking verb o First person singular subject – cases: Curriculum Singular subject – main verb main verb o Complex subject (“one of the Guide o o Plural subject – linking verb o Identify a singular subject by __s”, “all of the __s”) – linking o Plural subject – auxiliary verb recognizing form of the verb in verb the predicate o “There” – linking verb – plural noun o Indefinite pronoun – linking 38 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 verbVariety of  Sentences have more complex  Understand that sentences tell past, Sentences syntax and phrasing, more difficult present, or future vocabulary  Identify which sentence tells past Return to  Identify sentences that tell past, Curriculum present, or future Guide39 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Verb  Understand the tense and meaning  Determine the correct verb form to (221-230) Tenses of verbs, replace with similar verbs use in a sentence  Recognize sentences in which the of the same tense and meaning  Identify the verb form not used subject of the sentence is the “doer” Return to  Determine the correct verb tense to correctly in a sentence of the action Curriculum use in a sentence  Recognize verbs that have the same Guide  Determine the correct verb form to form for both present and past use in a sentence: irregular verbs, tense verbs used with auxiliary verbs  Understand that there are names for  Identify present tense verbs various parts of speech; identify  Determine the correct verb phrase which word in a sentence is the to use in a sentence 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 sentencePunctuation Appropriate  Use quotations in titles  Use quotations in quoted material Marks in  Use parentheses around non-  Use single quotation inside Dialogue essential phrases quotation marksReturn to Curriculum Guide40 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Dependent  Use commas between two main  Use commas between two main and clauses in a complex sentence clauses in a compound complex Independent sentence Clauses/ Comma Usage Return to Curriculum Guide Preposition  Use commas after participial (231-240) al, phrases in a lengthy paragraph  Use commas around dependant Participle clauses in compound, complex sentences and Appositive Phrases- Comma UsageUse  Use apostrophes in possessive  Use apostrophes for subject and (221-230) Apostrophes plurals helping verb contractions  Use apostrophes for plural  Use apostrophes with helping verb possessives in a compound Return to and “not” sentence Curriculum Guide Use  Identify different meanings of the  Identify correct punctuation in a Appropriate same sentence when end 16-20 word compound sentence End punctuation is changed  Use correct punctuation when Punctuation  Identify incorrect end punctuation sentence ends with an abbreviation41 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230 Identify periods when given a  Identify correct punctuation in a 5- Return to paragraph 7 sentence paragraph Curriculum Guide Use  Use commas after a direct address  Use commas in a direct quotation (221-230) Commas in an imperative sentence  Use commas around non-essential  Use commas to separate adverbial Appropri-  Use commas after participial phrases introductory clauses in a complex ately phrases in a lengthy paragraph sentence  Use commas in non-essential Return to parenthetical phrases Curriculum Guide  Use commas around interrupting phrases contained within the sentenceUse  Underline movie titles  Underline play titles Underlining  Underline magazine titles in Titles Return to Curriculum Guide Spelling Accuracy  Format: Generally more difficult, and High- commonly misspelled words Frequency WordsReturn to Curriculum Guide42 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Application  Recognize correctly and incorrectly of Rules applied basic spelling rules when (prefixes- adding endings or affixes suffixes)  Recognize when to double final consonant before adding ending Conventional  Distinguish the correct spelling of a  Troublesome spelling patterns:  Tricky, troublesome words Rules word from incorrect versions  -ance/-ence  Distinguish which homograph is  Identify which word is or is not  ei/ie not correctly used Return to spelled correctly  -ary/-ery Curriculum Guide  plural form of words ending in “o” Writing Process Drafting  Use participial phrases in correct  Revise syntax for correct order (221-230) and word order  Use subject-verb agreement  Use exaggeration to make Revising  Use of figurative speech in context  Use a variety of sentences from statement Skills  Select the best title for a piece of simple to complex  Use adverbial clauses work  Use infinitive phrases to denote  Ask leading questions  Use precise language emphasis  Use gerund phrases Return to Curriculum  Correct use of transitional  Use subordinating clauses (231-240) Guide— expressions  Edit for misplaced modifiers  Use metaphors as a figure of Drafting  Use vivid descriptors  Combine sentences to make speech  Use adverbial clauses in complex compound and complex Return to Curriculum sentences  Use parts of a news story for Guide--  Avoid run-on sentences complete description of an event Revising  Use sentence variety  Write strong conclusions  Use correct word order when using adjective phrases43 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003ISAT “Sub-Goal” RIT 201-210 RIT 211-220 RIT 221-230Editing and  Use capitals in magazine,  Use commas in a series of (221-230) Proofreadi newspaper, essay and titles participial phrases  Use complex sentence order in  Use commas in letter closure  Use strong topic sentences with paragraph ng  Use verb phrases Processes  Punctuate introductory dependant strong verbs clauses  Use capitals in a letter closure  Use exaggerated figures of speech  Capitalize inside addresses  Use abbreviations in appropriate for emphasis Return to (231-240)  Punctuate non-essential places Curriculum  Identify strong adverbs Guide parenthetical phrases with commas  Identify indefinite pronouns  Use metaphors for emphasis  Conjugate irregular verbs correctlyPre-Writing  Choose formal or informal  Create comprehensive outlines (221-230) Skills language  Use compound sentence selection  Select words based on main topic  Select purpose of paragraph  Outline verbiage for imaginative  Outline a complex topic selection Return to  Choose syntax that illustrates point stories  Choose appropriate words for a Curriculum of view  Categorize using main topic as selection Guide  Outline expository mode guideline  Evaluate possible point of views (i.e. personification)  Choose vivid descriptors  Select method for brainstorming44 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190 Capitali- New Vocabulary  capital letter, capitalized,  pronoun, name  greeting, letter, title, note, zation underlined, sentence, list missing words Back to top RIT 191-200 RIT 201-210 RIT 211-220 direct quotation, proper  closing, book title,  No new vocabulary above last noun, place, phrase, paragraph RIT band. address, magazine45 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190 Writing New Vocabulary  poem, letter, story, ad,  missing word, first, ending,  topic sentence, best order, Compo- statement, command, last, greeting, describe correct order, sition and question, exclamation, chronological order, parts Structure style, sentence, rhyme, of a letter, passage, book, paragraph complete sentence, main Back to top idea RIT 191-200 RIT 201-210 RIT 211-220 title, information, review,  exclamatory sentence,  limerick, formal essay, author’s purpose, narration, encyclopedia, supporting drama, declarative persuasion, sequence, detail sentence, imperative composition sentence, interrogative sentence, tone, mood, pattern of organization RIT 221-230 RIT 231-240 descriptive writing, incomplete sentence46 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190 Grammar New Vocabulary  underlined, missing word,  noun, past tense, wrong,  subject, predicate, and Usage more than one, complete word order incomplete sentence, run- sentence, Standard English, on sentence, phrase, verb, Back to top pronoun, correct plural, question, paragraph, singular, action word, verb phrase, clause RIT 191-200 RIT 201-210 RIT 211-220 simple sentence,  fragment, compound  modifies, main clause, comparative forms, suffix sentence, prepositional plural possessive, irregular phrase, present tense, verb, simple sentence, adjective, nonstandard compound sentence, English, linking verb, complex sentence, adverb, possessive, compound-complex dependent clause sentenceRIT 221-230 RIT 231-240 noun phrase, dependent  adverb phrase, adjective clause, possessive noun, phrase, pronoun’s conjunction antecedent47 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190 Punctuation New Vocabulary  comma, contraction,  punctuation mark,  letter, ownership punctuate, right mark, exclamation point, Back to top sentence question mark, apostrophe, period RIT 191-200 RIT 201-210 RIT 211-220 quotation marks,  parentheses, hyphen, rough  possessive noun possession, address, draft phrase, salutation, colon, semicolonRIT 221-230 RIT 231-240 plural possessive 48 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Goal ISAT “Sub-Goal” RIT 161-170 RIT 171-180 RIT 181-190 Writing New Vocabulary  sentence, letter, picture,  underlined, phrase, comma, initials, compound Compo- period, capital letter, describe, story, question sentence, main headings, sition and misspelled, proofread, mark, incomplete sentence, punctuation mark, exclamation the Writing missing word, choose, list, topics, main topic, outline, point, poem, book report, fairy Process question, correct order complete sentence tale, directions, advertisement, mood, catalog Back to top  RIT 191-200 RIT 201-210 RIT 211-220 comparison, point of view,  run-on sentence, formal  tone, summary, synonym, persuasive argument, and informal language, personification, metaphor, narrative, description, composition, simile, fantasy, complex sentence, quotation marks, syntax, subheading, detail, sub- rough draft, personal title, revising, first draft, detail, style, figure of narrative editing speech, suffix, capitalization, caret (editing mark), research report, apostrophe RIT 221-230 RIT 231-240 nonparallel construction,  sentence fragment, faulty tense change, irony, exaggeration, fragment49 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003APPROVED ISAT PROFICIENCY SCORES Return to Top Approved by the State Board of Education March 6, 2003READING 2 3 4 5 6 7 8 9 10 Basic 174 185 192 198 203 207 210 213 216 Proficient 182 193 200 206 211 215 218 221 224 Advanced 193 204 211 217 222 226 229 232 235LANGUAGE 2 3 4 5 6 7 8 9 10 Basic 176 186 193 200 204 207 211 213 214 Proficient 184 194 201 208 212 215 219 221 222 Advanced 197 207 214 221 225 228 232 234 235MATH 2 3 4 5 6 7 8 9 10 Basic 174 185 194 202 208 214 222 229 231 Proficient 185 196 205 213 219 225 233 240 242 Advanced 201 212 221 229 235 241 249 256 258PROFICIENCY LEVELS DEFINITIONSApproved by the State Board of Education March 6, 2003ADVANCED: Exceeds Standards Back to TopThe 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 TopThe student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level. The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.  The student can perform skills or processes independently without any significant errors.50 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003BASIC: Below Standards Back to TopThe 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 TopThe 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 ItemsBasic Grammar and Usage RIT 201-210Spelling.doc "Use Adjective "Use Adverb "Use Basic Sentence "Use Irregular Verb Forms.doc" Forms.doc" Patterns.doc" Forms.doc" Return Return Return Return Return"Use Negative Forms "Use Noun "Use Pronoun "Use "Use Subject-Verb Correctly.doc" Forms.doc" Forms.doc" Pronoun-Antecedent Agreemen.doc"Agreement.doc" Return Return Return Return Return"Use Types of "Use Types of "Use?Distinguish Verb Clauses.doc" Phrases.doc" Tenses.doc" Return Return Return 51 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Basic Grammar and Usage RIT 211-220Spelling.doc "Use Adjective "Use Adverb "Use Basic Sentence "Use Irregular Verb Forms.doc" Forms.doc" Patterns.doc" Forms.doc" Return Return Return Return Return"Use Negative Forms "Use Noun "Use Pronoun "Use Subject-Verb "Use Types of Correctly.doc" Forms.doc" Forms.doc" Agreement.doc" Clauses.doc" Return Return Return Return Return"Use Types of "Use?Distinguish Verb Phrases.doc" Tenses.doc" Return Return52 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Basic Grammar and Usage RIT 221-240Spelling.doc "Use Adjective "Use Basic Sentence "Use Irregular Verb "Use Negative Forms "Use Noun Forms.doc" Patterns.doc" Forms.doc" Correctly.doc" Forms.doc" Return Return Return Return Return Return"Use Pronoun "Use Subject-Verb "Use Types of "Use Types of "Use?Distinguish Verb Forms.doc" Agreement.doc" Clauses.doc" Phrases.doc" Tenses.doc" Return Return Return Return Return Capitalization RIT 201-210"Capitalize Proper "Use Beginning Nouns and Adj.doc" Capitalizatio.doc" Return ReturnCapitalization RIT 211-220"Capitalize Proper "Use Beginning Nouns and Adj.doc" Capitalization.doc" Return Return Capitalization RIT 221-240"Capitalize Proper "Use Beginning Nouns and Adj.doc" Capitalization.doc" Return ReturnComposing and Writing Process RIT 201-210"Drafting and "Prewriting Skills.doc" "Use Editing Revising Skills.doc" &Proofreading.doc" Return Return Return 53 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Composing and Writing Process RIT 211-220"Drafting and "Prewriting Skills.doc" "Use Editing and Revising Skills.doc" Proofreading Pr.doc" Return Return ReturnComposing and Writing Process RIT 221-230"Drafting and "Prewriting Skills.doc" "Use Editing and Revising Skills.doc" Proofreading Pr.doc" Return Return ReturnComposition Structure RIT 201-210"Develop "Use Appropriate "Use Composition "Use Sentence Forms Paragraphs?.doc" Format.doc" Forms.doc" Appropriate?.doc" Return Return Return Return Composition Structure RIT 211-220"Develop "Use Appropriate "Use Composition "Use Sentence Paragraphs?.doc" Format.doc" Forms.doc" Forms.doc" Return Return Return Return Composition Structure RIT 221-240"Develop "Use Appropriate "Use Composition "Use Sentence Forms Paragraphs?.doc" Format.doc" Forms.doc" Appropriate?.doc" Return Return Return Return 54 Idaho State Expanded Curriculum Guide Language/Writing 7th Grade ©State of Idaho 2003Punctuation RIT 201-210"Use "Use Appropriate "Use Commas "Use Enclosing Apostrophes.doc" End Punctuation.doc" Appropriately.doc" Punctuation.doc" Return Return Return ReturnPunctuation RIT 211-220"Use "Use Appropriate "Use Commas "Use Enclosing "Use Underlining for Apostrophes.doc" End Punctuation.doc" Appropriately.doc" Punctuation.doc" Titles.doc" Return Return Return Return ReturnPunctuation RIT 221-240"Use "Use Commas "Use Underlining for Apostrophes.doc" Appropriately.doc" Titles.doc" Return Return Return

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