Download Language Arts Curriculum Guide Template

1
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
McRel Alignment
Go to Writing Process
Go to Composition Structure
Go to Basic Grammar and Usage
Go to Conventions: Capitalization
Go to Conventions: Punctuation
Go to Conventions: Spelling
State Board Cut Scores: March 6, 2003
State Standards
New Vocabulary
Capitalization
State
Standard
and
Benchmark
Composition and Structure
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Grammar and Usage
Sample Assessment
and Sample Quizzes
Writing Composition and the Writing Process
Pre-Writing
Skills:
Learning
Continuum
735.01.a
Understand
and use the
writing
process.
(Brainstormin
g)
Teacher
Observable
DWA
ECA
ISAT
For Learning:
Teacher Observed
1. Webs for thorough examination
of topic.
2. Outlines for organization,
compound topic sentence,
transitions, strong supporting
details and examples. (Should
have more “red” than other
colors.)
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Punctuation
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Sample
Resources

Expository Writing: Given a topic, have
student brainstorm ideas and details,
organize them in a concept web or other
graphic organizer, and convert those into
an outline. (May use Inspiration
software.) Demonstrate and practice
compound sentences for topic sentences.
Mark outlines with highlighters,
green=topic sentence and conclusion,
yellow= transitions, and red=details and
examples.
Narrative Writing: brainstorm ideas for
creative verbiage, such as metaphors and
other figurative language for a given story
topic.
Step Up to
Writing: Section
2-7 organizing
paragraphs
Section 2-20
topic sentences
www.sopriswest.
com
Return to Top
Family Links:
Sample writing
prompts--
Six Traits
Prompts
Webpage
2
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Drafting
735.01b
Write in a
variety of
formats
735.02c
Convey
supported
main ideas
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Revising
Skills
Learning
Continuum
735.01c
Appropriate
style and
vocabulary
Teacher
Observable
Sample Assessment
and Sample Quizzes
For Learning:
Teacher Observable
Written first draft faithfully follows
outline. Uses clear and specific
details and examples.
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

Expository Writing:
Model how points in the outline become a
sentence or series of sentences in a draft.
Write a first draft following an outline
created using prewriting outline.
Step Up to
Writing
Section 2:
organizing
paragraphs
Sections 3:
paragraphs with
special purposes
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Teacher Observable
Written drafts demonstrating a
gradual improvement in good
examples and details.
Written drafts demonstrating
improvement in word selection, and
elements of writing.
735.02b
Variety of
elements
735.02c
Convey
supported
main ideas
Sample
Sequence
©State of Idaho 2003
Given a weak essay students will
make content and style changes to
improve the writing using six traits
rubric.
Of Learning:
See Test Items from row above
Expository Writing: (Be sure to model
and train for these first. )
Have students do at least two readings of
their papers. In the first reading have
peers make suggestions based on
content, organization, and strength of
supporting details.
On the second reading have peers (in
groups) make suggestions for word
choices, strengthening exact nouns,
strong verbs and vivid adjectives. Have
students add one or more elements such
as alliteration, metaphor, etc.
3
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Use Editing
and Proofreading
Processes
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
Variety of
Formats
735.01b
Variety of
formats
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Minimum
Hours
Allotted
For Learning:
Given a piece of writing with several
errors, students will mark corrections
using the appropriate symbols.
Sample Teaching
Strategy
Be the Editor lesson to practice marking
errors.
Use proofreading rubric to correct a
writing assignment for a peer. Be sure to
include:
o Capitalization
o Spelling
o Commas
o Spacing
o Complete sentences
o End punctuation
o Subject-verb agreement
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Writing Composition and Structure
Appropriate
Format
735.01b
Variety of
formats
Sample
Sequence
©State of Idaho 2003
Return to Top
For Learning:
Given the type of document students
will list (or draw) the main formatting
elements.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Given a topic and audience students
will select an effective format and
justify their choice.
Of Learning:
ISAT Goal not in original Learning
Continuum
2
Use standard presentation formats for
various types of writing.
Model and provide graphic organizers for
standard essay, letter, newspaper article,
poem (limerick), memo, etc.
For organization see: Prewriting Skills
Try having students choose a variety of
formats using the same topic and explore
the impact of formats based on the
purpose of the writing.
o Formats: newspaper article, short
descriptive essay, persuasive paper,
letter, diary entry
o Purposes: express self, inform,
create, explain, persuade, entertain,
debate, question
Sample
Resources

4
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Appropriate
Style and
Vocabulary
735.01c
Appropriate
style and
vocabulary
Learning
Continuum
Variety of
Elements
735.02b
Variety of
elements
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
For Learning:
In a sample of writing:

Revise lead to make it more
effective

Replace highlighted words
with word choices more
applicable to the style of
writing

Replace passive verbs with
active verbs.
Find several interesting stories and copy
the first paragraph of each. Discuss the
author’s method of involving the reader in
the story. Examine similarities and
differences between different stories.
Write several new leads for the same
story using different author strategies.
Have the class vote on the most effective
lead.
With same paragraphs, highlight some
word choices and explore how the word
choices would differ for different
audiences &/or formats.
For Learning:
Teacher Observable
Finished poem demonstrates use of
figurative language.
Have student write a poem that includes
some of the following elements:
o Alliteration
o Hyperbole
o Metaphor
o Personification
Collect figurative language from a variety
of literature sources. Put on overheads
and have kids identify what each
represents.
Sample
Resources

This was not our
idea; see the
learning
continuum.
Blame NWEA for
bizarre grouping
of ideas. 
5
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Details
735.02c
Main ideas
and details/
examples
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Finished composition demonstrates
clear main idea and appropriate
supporting details and examples for
particular audience and style.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
See Prewriting: Outlining activity
w/highlighted supporting ideas
Demonstrate RAFT organizer (Role,
Audience, Format, Topic):
1. Select wide topic and have groups of
students write RAFT formula for it;
list various formulas on board and
analyze choices and how they affect
tone, voice, style.
2. Students apply RAFT for their own
compositions
Sample
Resources

6
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Composition
Forms
735.01b
Variety of
formats
735.01c
Appropriate
style and
vocabulary
735.03
Writing to
inform
735.04 writing
for literary
response/
expression
735.05
Write to
analyze and
evaluate
735.06
Write
research
findings
735.07
Write
technical
information
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Given a limerick students will
correctly identify a correct or incorrect
rhyme.
Given a portion of a piece of writing,
students will correctly identify what
type of writing it is.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
For writing to inform see Prewriting,
Drafting, and Revising.
Share a number of limericks and help
students discover the rhyming scheme
and format. Then model writing one with
the class. Make a sample rhyming
dictionary having the students come up
with the rhyming words. Then they can
use the dictionary as a resource in writing
their own limericks.
Collect passages that inform, explain,
respond to literature, analyze and
evaluate, report research findings, and
share technical information. Analyze with
students the similarities and differences.
Create a description of the defining
characteristics of each. Examples might
include yellow pages ad, letter to the
editor, friendly note, diary entry, poem,
book report, science article, etc.
For standards (not tested by ISAT):
Students must have practice writing in
these formats: research report, “how to”
essay, book report, and an informative
article.
Sample
Resources

7
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Local
Curriculum
Variety of
Components
735.02c
Main ideas
and details/
examples
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Sample Assessment
and Sample Quizzes
For Learning:
Given a piece of writing students will
identify the organizational style.
Advanced: Students will re-organize a
paper into another organizational
style.
Given a lengthy piece of writing
students will determine where
paragraph breaks should be.
Of Learning:
RIT 201-210 (Develop Paragraphs)
RIT 211-220 (Develop Paragraphs)
RIT 221-230 (Develop Paragraphs)
Grammar and Usage
Variety of
Sentences
735.02a
Write and edit
for
correctness
and clarity
Return to Top
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Minimum
Hours
Allotted
Sample Teaching
Strategy
Demonstrate different organizational
styles using graphic organizers and using
an example topic to create an outline for
each.
o Sequential/process paper
o Chronological sequence
o Main idea to examples
o Examples to main idea
o Least important to most
o Most important to least
Take well-organized short essay and
remove all paragraphing so that it is one
BIG paragraph. Have students open the
file and work with a partner to determine
where the paragraph breaks should be.
Finally compare paragraph break choices
of various partners.
http://www.ncte.org/positions/grammar.shtml
For Learning:
Students will identify the four
types/functions of sentences in a
piece of writing. Teacher
Observable: Student writing
demonstrates variety of sentence
types/functions.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
©State of Idaho 2003
Display an example of each of the
following sentence types/functions:
declarative, interrogative, imperative,
exclamation. Ask what sentence #1 does
(tells something) and lead class to word
“declare”; then explain it’s called a
declarative sentence. Do similar analysis
w/other types. Identify in piece of
literature various sentence forms and
analyze how they make the piece
effective.
Sample
Resources

8
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Sentence
Structure /
Type / Kind
735.02a
Write and edit
for
correctness
and clarity
Subject-verb
agreement
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Given an example of each, students
will identify each sentence type,
either by name or by part of speech
pattern. Students will also complete
sentences that are missing an
adjective following a linking verb.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Given sentences with incorrect
subject-verb agreement, students will
correct the verb form. Students will
also identify singular and plural
subjects based on the verb form in a
sentence.
Teacher Observable
Student writing demonstrating correct
usage.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

In daily oral language, also identify the
parts of speech (especially, noun, verbs,
and adjectives) pointing out the sentence
patterns noun-verb, noun-verb-noun,
noun-verb-verb.
Create an example for each of the
sentence types (simple, compound,
complex, and compound, complex-also
with simple and compound subjects
and/or predicates). Use these examples
to describe the properties of each. Then
use DOL to have students identify
sentences of different types, and have
them alter a sentence into another type.
Have students complete sentences that
are missing the adjective following a
linking verb.
Introduce subject-verb agreement by
giving students 2 nonsense sentences
where the subject is clearly singular or
plural. Have them identify the correct verb
form. (The ama ____ the borbh. The
amas ____ the corbh. (plin or plins) Then
talk about the correct conjugations for the
different subjects (I, we, you, they no “s”/
he, she, it with an “s”). Use DOL to
practice correcting and identifying
sentences with correct subject-verb
agreement. (Holt, Rinehart, and Winston,
2004) **”Jabberwocky” poem is excellent
resource also.
Family Links:
9
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Noun Forms
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
For Learning:
Students will correctly use regular
and irregular plural nouns in writing.
Students will also identify collective
nouns and correctly use them in a
sentence (subject-verb agreement).
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Possessive nouns: Give the students the
following sentence, “The actors will wear
the final versions of lion masks, each
attached to a frame holding the mask
above the actor’s head.” Ask students to
tell how the words “actors/actors’” are
different. They are both nouns (person,
place, or thing), but one shows ownership.
Have students practice creating
possessive nouns for regular singular and
plural and irregular plural nouns. Discuss
the rules for forming possessive nouns.
(High Point, Level C, Hampton-Brown,
2001)
Review and use regular and irregular
plural nouns in DOL and other writing
assignments. Also include collective
nouns.
Sample
Resources

10
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Pronoun
Forms
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher Observable
Student writing demonstrates
proficiency
Students will correctly use and
identify pronouns in short multiple
choice quiz.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Use DOL to identify parts of speech
including subjective, objective, possessive
and reflexive pronouns.
Divide class into groups and ask each
group to write a paragraph on a topic such
as a class trip, sport, or project. One
student begins by writing a sentence
containing a personal pronoun, then
underlining the pronoun and identifying
the type. The next student adds to the
paragraph and includes a different type of
pronoun. (Holt)
Use DOL to practice using compound
subjects with I (John and I) and compound
objects with me (John and me).
Also, as part of the subject-verb
agreement DOL practice, have students
identify singular and plural subjects with
indefinite pronouns (some of us, all of us,
a few of us, both of us, either of us,
neither of us). Match the subjects up to a
number line to show that the agreement
has to do with the number of people
referred to in the subject.
Sample
Resources

11
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Verb Tenses
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Given a sentence students will
identify past, present, or future
tenses. Students will also convert the
verb in a sentence from one tense to
another.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Irregular Verb
Forms
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Teacher Observable
Students using a variety of verb
tenses correctly in writing.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Cover 3 verb tenses: past, present, and
future (past and present perfect would
also be good, but aren’t on the learning
continuum.) Have student conjugate
verbs from one tense into another. Then
play a tense game. With students on
teams, give a sentence in one tense and
ask for it back in a different tense. One
student on the team repeats the sentence
in the new tense. If the student gets it
right, he/she takes a shot at the basket. If
student is incorrect, any member of the
opposite team may try. Teams earn
points. This works well for multiple verb
tenses and subject pronoun shifts as well.
Then try having students identify the tense
of a given sentence.
Use the Teacher’s Book of Lists (or other
source) to find the most frequently used
irregular verb forms, which are mostly
past tense and past participles. Have
students make flashcards with the present
and past on one side and the present and
past perfect on the other. Students
shuffle their cards together in groups.
Then they quiz each other on the tense of
any given pair. Next, students work
together to create sentences using
various tenses. From these, students in
one group write the sentence on the board
without the verb. The rest of the class
tries to figure out the correct form of the
irregular verb.
Sample
Resources

12
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Adjective
Forms
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Given a sentence, students can
identify the adjectives.
Given a sentence with a predicate
adjective, students can give the
comparative or superlative.
Given a sentence using “well” or
“good”, the student can identify if it is
used correctly.
Teacher Observable
Comparison/Contrast essay
emphasizing adjective use.
Masterpiece Sentences (Language!)
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Use DOL sentences to identify adjectives.
Use Masterpiece Sentence strategy
(Language!) to expand simple sentences
to include adjectives and adjective
phrases telling how many, which one and
what one about the subject.
Give students a number of adjectives.
Have them write matching sets using the
adjective, its comparative and superlative
forms.
o He is tall.
o They are taller (than he is).
o I am the tallest (of all).
Spelling review: Be sure to give some
adjectives that include the spelling rule “y”
to “i” for suffixes beginning with a vowel.
Also give some that are irregular (i.e.
good, bad, some).
Give students nouns that can be changed
to adjectives by adding “-al.” Have them
use the words correctly in a sentence.
Review usage of well and good, pointing
out that well is an adverb, while good is
and adjective. Give them some practice
using them correctly.
Sample
Resources

13
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Adverb
Forms
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Negative
Forms
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Phrases
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Teacher
Observable
ISAT
ECA
DWA
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observable
Student finished masterpieces
Given sentences, students will
identify adverbs, comparative
adverbs, and superlative adverbs
Of Learning:
RIT 201-210
RIT 211-220
For Learning:
Teacher observable
Deliberate use of double negatives,
not otherwise, in student writing.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Teacher observable
Given a phrase in a sentence,
students can identify the type of
phrase.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Use Masterpiece Sentence strategy
(Language!) to expand simple sentences
to include adverbs and adverb phrases
telling how, when and where the action
took place.
Give students in groups of 4 (or with a
partner) a list of adjectives. Have
students 1 & 3 do comparative, and 2 & 4
do superlative. Have students create
sentences using the word in the correct
format. (i.e. She is sweet. He kissed her
more sweetly than an angel. She smiled
the most sweetly of all.)
Find sentences from dialogue,
demonstrating the use of a double
negative for emphasis, or vernacular
speech. Then examine how the literal
meaning is different than the intended
meaning. (i.e. I don’t know nothing,
means that you do know something.)
Use DOL sentences to have students
identify subject/predicate of a sentence.
Have them double underline the verb
phrase (or complete predicate.
Have students find prepositional phrases
and determine if they are being used as
an adverb or as an adjective. Use
sentences diagramming for frequent short
practice at identifying these.
Sample
Resources

14
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Clauses
735.02a
Write and edit
for
correctness
and clarity
Noun /
Pronoun
Antecedent
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Student sentences
General student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning:
Multiple choice quiz
Teacher
Observable
ISAT
ECA
DWA
Teacher Observable
Student writing
Of Learning:
RIT 201-210
RIT 231-240
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Introduce the subject of complete
sentences and sentence fragments by
comparing the sentence to a car, which
requires both the body and the engine to
work, just as a sentence needs both a
subject and a predicate. Give students
subjects and predicates on strips have
them use these as a base for more
descriptive sentences. Then do the
opposite by giving longer sentences and
having them find the base subject and
predicate.
Have students write 2 related sentences
on strips. Then give each student a
subordinating conjunction (although,
when, since, etc) and have them put it at
the beginning on one sentence. Show
them that these words turn the sentence
into a fragment that has neither subject or
predicate (although there is a noun/verb)
and see if their other sentence will make it
back into a complete (complex) sentence.
Have the student identify the base
subject/ predicate. Have students create
several such sentences and use them in a
paragraph.
Have students work at the board as you
dictate sentences containing pronouns.
Ask students to circle the pronouns and
draw arrows to each pronoun’s
antecedent. (Holt)
Sample
Resources

15
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Subject and
Predicate
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
For Learning:
DOL
Teacher
Observable
ISAT
ECA
Of Learning:
Not on original learning continuum
Run-ons and
Fragments
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
For Learning:
Student writing
Given sentences students will identify
a fragment, run-on, or correct
sentence. Students will correct
incorrect sentences.
Teacher
Observable
ISAT
ECA
DWA
Fundamental Rules:
Beginning
Capitalization
735.02a
Write and edit
for
correctness
and clarity
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

Use DOL to help students identify subject
and predicates. Differentiate between
simple and complete.
Of Learning:
Not on original learning continuum
Conventions: Capitalization
Sample
Sequence
©State of Idaho 2003
Use DOL practice with fragments and runon sentences. Correct these by adding
punctuation, conjunctions, or by
combining or separating sentences.
Also, find examples of each from student
writing and ask students to correct them.
This can also be used with Sentence
Fluency to show how longer and shorter
sentences can be used effectively.
Return to Top
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Practice writing a generic letter requesting
information. Correctly capitalize the
greeting and closing without a proper
noun (only first word is capitalized except
for Sir or Madam).
Use DOL followed by actual writing of a
dialogue to practice dialogue capitalization
and punctuation. Perform the dialogue.
This is what they
will test. 
16
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Capitalization:
Adjectives &
Titles
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Capitalization:
Proper
Nouns
Learning
Continuum
735.02a
Write and edit
for
correctness
and clarity
Teacher
Observable
DWA
ISAT
ECA
For Learning:
Student writing
lists
Of Learning:
See test items from row above,
“Adjectives, Titles, Sentence
Beginnings”
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Use DOL capitalization practices.
Include examples such as:
orchestra vs. Boise Symphony Orchestra
lake vs. Payette Lake
war vs. World War II
French, English cultures, etc.
Use DOL capitalization practices
Include:
Compass directions vs regional names
(west, how the West was won)
Titles
A senator of U.S. Senate vs. Senator
Gordon
Give students a large number of nouns,
both proper and common, without
capitalizing any of them. Have students
sort them into two columns and capitalize
as needed.
Family Links:
17
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Fundamental
Rules
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Title selections
Bulletin board presentation
Of Learning:
Not on original Learning Continuum
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Use DOL daily practice.
Show students which words do not get
capitalized on publication titles (articles
and many prepositions) Have them make
up titles that should have been sold to
people as they boarded the Titanic.
Assign two capitalization rules to each
student. Ask students to find examples in
print and cut/copy them to create a
bulletin board display that has both the
rule and 2 examples. (Realize that some
published material will deliberately break
rules.)
Conventions: Punctuation
Use Appropriate End
Punctuation
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Return to Top
For Learning:
Teacher Observation
Student writing
Given sentences with missing or
incorrect end punctuation, students
will correct it.
Of Learning:
RIT 201-210
RIT 211-220
Use DOL to practice end punctuation.
Family Links:
See Fundamental Rules: Beginning
Capitalization for dialogue activity.
(Writing project rubrics should also
include training students to self/peer
edit separate from the revising
process.)
18
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Use Commas
Appropriately
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Correctly insert commas in a series of
sentences containing appositives,
phrases, or subordinate clauses.
Teacher Observable
Student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

See Fundamen-tal Rules: Beginning
Capital-ization for dialogue activity.
Family Links:
See Masterpiece Sentences
(adjectives) and Masterpiece Sentences
(adverbs) for practice with adjective and
adverb phrases.
Also stress need for comma following
an opening dependent (subordinate)
clause in a complex sentence.
Use clause word strips to write complex
sentences, having students emphasize
the pause after opening dependent
clauses; indicate a comma should go
there.
Use sentence strips to write sentences
with appositive phrases. Then have
students work with a partner to figure
out which words could be left out by
folding the strip so that those words do
not show. (Shelly, a great athlete, won
the decathlon.) Then show them that
commas must go on the folds. Have
them create other sentences using
appositive phrases in various positions
and correctly punctuate them.
19
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Use Apostrophes
735.02a
Write and edit
for
correctness
and clarity
Appropriate
Marks in
Dialogue
735.02a
Write and edit
for
correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
Teacher
Observable
DWA,
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Given a contraction, students will
write the component words, or in
reverse, will create the contraction
from the words.
Teacher Observable
Student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Student written dialogues
Of Learning:
RIT 201-210 (Enclosing Punctuation)
RIT 211-220 (Enclosing Punctuation)
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
See Possessive Nouns for strategies for
forming singular and plural, regular and
irregular possessive nouns.
Have groups of students create posters or
word table of contractions of helping
verbs. (will not=won’t, should
not=shouldn’t)
See Capitalization for dialogue activity.
Display a cartoon strip on overhead.
Instruct students to rewrite the
conversation in dialogue form. Do
together or have student volunteers put
their dialogues on the board. Go through
them together, demonstrating the
appropriate punctuation and capitalization,
and how it varies depending on placement
of the tag line.
Sample
Resources

20
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Use
underlining
for titles
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Dependent
and
Independent
Clauses /
Comma
Usage
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Student writing
Student title lists
Of Learning:
RIT 211-220
RIT 221-230
For Learning:
Frequent “practice” quizzes
Student writing
Of Learning:
Not in original Learning Continuum
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Give students category headings of book,
magazine, movie, music CD, newspaper,
play, television. Have them write an
example of their favorite in each category.
Then underline each. Explain that on the
computer, the underline is changed to
italics. Have students write a sentence
on the board, using their favorite
examples. Have other students check to
make sure titles are underlined correctly.
(Not tested at this grade; however, it
would make sense to talk about quotation
marks around “smaller” parts, like songs
on the CD, articles in the magazine, etc.)
Give students paired examples of
compound-complex sentences such as,
-While we like pizza, we don’t eat it and
often order salad.
-While we like pizza, we don’t eat It, and
we often order salad.
There are two rules to teach.
1. A comma goes between the
dependent (subordinate) clause and
the independent clause. Key
subordinating conjunctions can help
students identify these (although,
while, since, etc.) **Refer to “Use
Commas Appropriately” in
sentences.
2. Compound sentences (two
independent clauses joined by a
conjunction) a comma goes before
the conjunction.
Have students practice writing these types
of sentences and adding the commas
between the clauses as needed. (Note:
this is difficult and only one test item in the
samples addresses it.)
Sample
Resources

21
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Conventions: Spelling
High
Frequency
Spelling
Words
735.02a
Write and edit
for
correctness
and clarity
Conventional
Rules
735.02a
Write and edit
for
correctness
and clarity
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning:
Practice, Practice, Practice
Spelling games and activities
Correct spelling in student writing.
Use a variety of spelling games to
encourage practice of non-phonetic
words.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning:
Practice quizzes
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
See row above, “High Frequency
Words”
Create a spelling dictionary for words that
students frequently misspell. Have
students add their own spelling demons to
this dictionary. Have students use it
regularly. Special words may be added
for particular assignments.
Testing on: -ance/-ence, -ary/-ery, plural
form of words ending in –o.
Teach
-i before –e except after –c rhyme.
Teach students strategies for spelling
phonetic words.
o Sound out words carefully and write
down what you hear.
o Break words into syllables and make
sure each syllable matches the
sounds in the written word.
o Write difficult words in the spelling
dictionary.
o Practice saying the word exactly as it
is spelled for future reference.
Spelling Lists
22
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
State 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:
01. Understand and
use the writing
process.
a.
Back to Writing Process
b.
Back to Writing Process
Back to Comp. & Struc.
Content Knowledge and Skills:
Understand and use steps of
writing process:
- Brainstorm;
- Draft;
- Revise;
- Edit;
- Publish.
Write in a variety of formats to
record, generate, and reflect
upon ideas.
i.
ii.
i.
ii.
c.
Back to Writing Process
Back to Comp. & Struc.
02. Write and edit for
correctness and
a.
Identify and use appropriate
style and vocabulary for
particular audience.
i.
Determine and apply rules
and conventions for the
i.
ii.
Samples of Applications:
Use various genres and modes for
writing: poetry and fables, narrative
and expository.
Write coherent paragraphs.
Create learning logs, personal learning
records, laboratory reports, and
journals.
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
Use connotation and denotation to
select appropriate vocabulary.
Replace all "passive" verbs with
"active” verbs to strengthen voice and
clarity.
Demonstrate understanding of correct
subject/verb agreement, verb tense,
23
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
clarity.
following:
- Eight parts of speech,
dependent and
independent clauses, and
common phrases to
include prepositional
participle and appositives;
- Punctuation;
- Capitalization;
- Spelling;
- Legibility.
Back to Writing Process
Back to Grammar and
Usage
Back to Capitalization
Back to Punctuation
Back to Spelling
b.
Back to Writing Process
Back to Comp. & Struc.
c.
Back to Writing Process
Back to Comp. & Struc.
and use of modifiers.
Identify errors related to use of double
negatives, redundancies, and
homonyms.
iii. Use the Eighth Grade Direct Writing
Assessment Scoring Standard to guide
proofreading.
iv. Participate in peer editing process.
Use student-friendly scoring standards
and anchor papers.
v. Spell seventh-grade high-frequency
words in written work with ninety
percent accuracy.
vi. Identify and apply use of prefixes and
suffixes with base words.
vii. Practice, use, and apply spelling rules
in daily writing.
 Double final consonant of a word
whose final syllable is accented and
which ends with a single vowel and
consonant before adding a suffix
that begins with a vowel.
 Add “s” to words ending in a vowel
plus “y” (key/keys).
 Drop the final “e” before adding a
suffix that begins with a vowel
(have/having).
 Add “es” to nouns that end with “s”
“ss,” “sh,” “ch,” or “x” to make plural.
 Keep the final “e” when adding a
suffix that begins with a consonant
(late/lately).
 Change the “y” to “i” when adding a
suffix to words that end in consonant
“y” unless the suffix begins with “i.”
 Double the final consonant of a word
that ends with a single vowel and
consonant before adding a suffix
that begins with a vowel
(get/getting).
 Add “s” to most nouns to form
plurals (friend/friends).
 Change “f” or “fe” to “v” and add “es”
to some nouns that end in “f” or “fe”
(half/halves, knife/knives).
ii.
Incorporate a variety of
elements of writing:
- Alliteration;
- Figurative language;
- Hyperbole;
- Metaphor;
- Personification;
- Vocabulary.
i.
Convey clear and focused
main ideas that are
appropriately supported by
i.
ii.
ii.
Replace three adjectives in own writing
with appropriate metaphors.
Replace overused and simplistic
adjectives with more descriptive words.
Write business documents, personal
letters, letters to the editor, and essays.
Write thank-you notes.
24
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
03. Write to inform and
explain.
a.
Back to Comp. & Struc.
b.
details and examples for
selected topic, audience, and
purpose.
- Use topic sentences,
appropriate word choices,
variety of sentence
structures, parallelism,
transitions, paragraphing,
indentation, organization,
and documentation of
sources;
- Choose tone, voice, style,
mood, and persona
appropriate for various
purposes, disciplines, and
audiences.
iii.
iv.
Use facts, data, and
processes from technical and
non-technical materials to
inform through writing.
i.
Produce documents in
appropriate format to inform
and explain.
i.
v.
ii.
ii.
04. Write for literary
response and
expression.
Back to Comp. & Struc.
a.
b.
c.
05. Write to critically
analyze and
evaluate.
Back to Comp. & Struc.
a.
Compose a response using
ideas and techniques from a
variety of literature and fine
arts that represent many
cultures and perspectives.
i.
Appropriately use a thesis
statement and supporting
evidence.
i.
Write and publish original
creative works that include
figurative and descriptive
language.
i.
Analyze for the following
elements:
- Purpose;
- Ideas;
- Style;
- Structure;
- Effectiveness.
i.
ii.
ii.
ii.
ii.
Write an introduction for a speaker.
Write a laboratory and/or scientific
report.
In writing, present facts and directions,
explain ideas, and define such terms
as cause and effect relationships;
compare and contrast.
Use such resources as newspapers,
magazines, manuals, and literary
works from which to collect data.
Practice note taking. Include listing
main ideas, omitting unnecessary
words, and using abbreviations.
Respond in writing to a teacherprepared, written expository prompt
once per grading period.
Evaluate own writing using the EighthGrade State Direct Writing Assessment
Scoring Standard.
Analyze two authors' styles. Write a
response that imitates one of the
authors' styles.
Write about a particular aspect of a
piece of literature and relate to own
experiences.
Write an evaluative essay of a favorite
book or movie.
Respond to essay questions in
paragraph form: include topic
sentence, supporting details, and
conclusion.
Produce short stories, essays, poetry,
and plays.
Incorporate metaphor, simile,
personification, alliteration, imagery,
consonance, and assonance.
Analyze elements within persona, peer
and professional writing, current
events, visual and performing arts,
advertising, and political/civic
discourse.
Compare such elements in formal and
informal poetry as rhyme, scheme,
25
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
figurative language, rhythm, and voice.
b.
c.
Use a thesis and appropriate
supporting evidence to
persuade and inform a
specific audience.
i.
Use writing to persuade.
i.
ii.
ii.
06. Write to gather,
synthesize, and
communicate
research findings.
a.
Back to Comp. & Struc.
b.
With teacher support,
incorporate a variety of
informational and
technological resources to
perform the following:
- Appropriately paraphrase,
quote, and cite to avoid
plagiarism;
- Consider motives,
credibility, and
perspectives of authors
when selecting resource
materials;
- Formulate thesis or focus
and provide relevant
support.
i.
Present research findings.
i.
ii.
ii.
07. Write technical
information.
a.
Locate specifically-named
sources.
Back to Comp. & Struc.
i.
ii.
iii.
b.
Produce technical document.
i.
ii.
Produce a critique, review, proposal,
and editorial.
Explain personal perspective related to
the arts or other cultural perspective.
Identify persuasive language in
posters, commercials, and other print.
Create classroom list.
Use persuasive language in a letter to
convince a friend to travel to a foreign
country with you.
Produce news articles, individual and
collaborative reports, brochures,
proposals, critiques, and multimedia
presentations.
Incorporate geographical research
process:
 Choose and limit topic; prepare
research questions.
 Locate reference materials; prepare
bibliography and note cards and
paraphrase resource materials.
 Gather information from at least two
sources; select relevant information.
 Summarize information into a oneto two-page report.
 Bookmark and create files for
information gathered from the
Internet.
Locate information within reference
materials that compares, contrasts,
defines, and explains two or more
things.
Summarize data collected in research
notes.
Identify, select, and prioritize web sites.
Communicate with others via
computer.
Interpret and organize information.
Arrange and format text with a
processor.
Combine visual text to create
multimedia presentations.
26
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
7th Grade Spelling Lists
Return to Curriculum Guide
List 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
future
List 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
knocked
large
learned
limited
listen
manufacturing melody
gently
Germany
glance
gradually
grinned
happened
harbor
27
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
List 7.15
List 7.16
List 7.17
List 7.18
List 7.19
List 7.20
List 7.21
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
importance
List 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
independence
Be the Editor Lesson Plan
Return to Curriculum Guide
Be the Editor!
Subjects: Arts & Humanities: Language Arts; Social Studies: U.S. History, Regions/Cultures
Grades: 3-5, 6-8
Brief Description
Students 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.
28
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003

learn about some accomplishments of famous black Americans.
Keywords
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.
29
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
Lesson 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)
31
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
Capitalization
Adjectives,  Capitalize first word of a quotation
 Distinguish sentences using
Titles,
quotations that are not capitalized
Sentence
correctly
Beginnings

Return to
Curriculum
Guide


Capitalize the first word in the
sentence and the first word of a
quotation
Capitalize the first word in the
sentence, the first word of a
quotation, and proper nouns
Capitalize the beginning of each
sentence in a group of sentences,
including quotations within
sentences



In a quotation, capitalize only the

first word if the sentence continues
past the part identifying the speaker

Compass directions – when to and
not to capitalize them
Full names, including titles
In a quotation, capitalize only the
first word if the sentence continues
past the part identifying the speaker
All titles
32
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Fundamental
Rules
Return to
Curriculum
Guide
Fundamental 
RulesBeginning

Capitalization

Return to
Curriculum
Guide

Format: Most of the items in
this range require correct
identification of more that one
capitalization error, either
missing capitals or incorrect
capitals
 Format: Longer passages in
many of the items
 Generalize rules of when to
capitalize the first word:
sentences, poems, letter
greetings
 Differentiate between similar
common and proper nouns
 Radio and TV station initials
 All titles: which words should
and should not be capitalized
 Compass directions: when they
are correctly and incorrectly
capitalized
Capitalize the first word in the
greeting and closing of a letter
Capitalize the first word in the
sentence
Capitalize only the first word in a
multi-word greeting or closing
RIT 211-220





Format: Most items also call on
finer distinctions between common
and proper nouns, depending on
how they are used in the sentence
(Mother, my mother)
Format: Sentences contain various
combinations of correctly and
incorrectly used capital letters,
generally relating to use in
quotations, but also first words in
sentences, proper/common nouns,
capitalizing multiple sentences in a
paragraph
All titles: what to capitalize and
what not to capitalize
Generalize capitalization rules
Capitalize only the first word in the
greeting and closing of a letter with
no proper nouns
RIT 221-230




Format: Sentences contain
various combinations of
correctly and incorrectly used
capital letters, generally
relating to use in quotations,
but also first words in
sentences, and proper/common
nouns
Distinctions between common
and proper nouns, depending
on how they are used in the
sentence (Mother, my mother)
Generalization of capitalization
rules – classifying types of
nouns that should be capitalized
When to capitalize family
relationships
33
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210

Proper
Nouns

Return to
Curriculum
Guide







Full names, including titles and
initials
Particular places, points of
interest, buildings, monuments
Teams, organization,
government bodies
Countries and continents
Historical events and eras
Companies, stores, products
Classes, schools
Ships
Identify proper nouns
RIT 211-220





Countries, nationalities, languages
Holidays, special events
Places, rivers, parks, bridges,
monuments…
Artistic groups
Buildings, businesses, stores


Return to
Curriculum
Guide







Combine sentences into paragraph 
structure

Look for patterns of organization in
a paragraph

Order sentences into a concise
paragraph
Give directions in a systematic
order
Use correct business letter structure
Define parts of a research paper
Define purposes of poetry (i.e.
feelings, moods, expressions)
Define paragraph by genre
Identify parts of the newspaper







Writing Composition and Structure
Appropriate
Format
RIT 221-230
Use standard forms of indentation
Review several paragraphs and
choose the best organization
Determine the pattern of
organization in a lengthy passage
Full names, professional and
family titles
Holidays and special events
Nationalities, languages,
countries, continents
Towns, cities, particular
geographic locations (___
Valley, Mt. ___)
Organizations, clubs, teams,
groups
Classes, courses
Religions
34
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Appropriate
Style and
Vocabulary
Return to
Curriculum
Guide
Composition
Forms


Focus on exclamatory sentence
structure
Choose the best definition for the
term “topic sentence”
RIT 211-220



Choose best opening paragraph in a
narrative piece of writing
Use of vocabulary of declarative,
imperative, interrogative and
exclamatory terms

Write limericks
Define composition forms in
lengthy passages

Select clear details for paragraph

Edit sentences into multiparagraphs
Determine method of organization
(i.e. order of events, from examples
to main idea, go from main idea to
examples)
Return to
Curriculum
Guide
Details
RIT 221-230
(221-230)
 Select sentences that support topic
sentences
 Select sentences that support
conclusion
 Identify all four sentence forms
within a lengthy paragraph
(231-240)
 Find the four sentence types within
a given paragraph
Return to
Curriculum
Guide
Variety of
Components

Return to
Curriculum
Guide
(221-230)
 Identify topic sentence when it is
not the first sentence of the
paragraph
(231-240)
 Edit sentences to create complete
paragraphs
35
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Variety of
Elements
Return to
Curriculum
Guide
Variety of
Formats
Return to
Curriculum
Guide
Grammar and Usage
RIT 211-220
RIT 221-230
(221-230)

Determine mode by reading a
lengthy passage
(221-230)
 Write in
the persuasive mode
36
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Adjective
Form
Return to
Curriculum
Guide




RIT 211-220
Use comparatives “less, least”

correctly
Understand the meaning of

comparative adjectives
Identify adjectives used in a

sentence
Recognize correctly and incorrectly
used comparative forms



Adverb
Form
Return to
Curriculum
Guide




Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “when”
Use comparative adverbs correctly
Understand the meaning of
comparative adverbs



RIT 221-230
(221-230)
Recognize that adjectives are
words that describe things
 Recognize correctly and incorrectly
used comparative forms, use tricky
Use comparatives “-y, -ier, -iest”
context clues to determine correct
correctly
use
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
adjective
Understand the use of the
adjective-forming suffix “-al”
when added to nouns ending in “–
tion” (inspiration, inspirational)
Understand that comparative –er
means to compare two things
Understand the correct use of
“good” as an adjective, not an
adverb
Format: Longer sentences, more
difficult vocabulary
Recognize correct and incorrect use
of adverbs, including comparative
adverb forms
Recognize correct and incorrect
comparative adverb forms for
words ending in –ly
37
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Clauses
Return to
Curriculum
Guide

Understand the intended meaning
of a particular clause
RIT 211-220

Identify the main clause in a
sentence
RIT 221-230
(221-230)
 Identify a dependent clause
38
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
 Format: Difficulty of vocabulary
Irregular
increases in this RIT range
Verb Forms
Return to
Curriculum
Guide


Determine which verb to use in
sentences with or without auxiliary
verbs

Recognize the correct use of only

one negative in a sentence: no more
than; hasn’t any
Recognize that two negatives in a
sentence is not Standard English
Use “n’t” contractions correctly
Return to
Curriculum
Guide
Negative
Forms
RIT 211-220


RIT 221-230
Identify troublesome irregular
verbs (lie/lay, sit/set, etc.)
(221-230)
 Determine which verb to use in a
sentence with or without an
auxiliary verb
 Identify correct form of less
commonly used irregular verbs
Recognize the correct use of
negatives “hardly” and “scarcely”
(221-230)
 Recognize the correct and incorrect
use of negatives “hardly” and
“scarcely”
 Recognize the correct use of only
one negative in a sentence: haven’t
anything
(231-240)
 Recognize the correct and incorrect
use of negatives “hardly” and
“barely”
 Recognize the correct use of only
one negative in a sentence with
complex phrasing: has nothing;
aren’t any; hasn’t he ever; isn’t
any; scarcely had we
39
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Noun Forms
Return to
Curriculum
Guide







Recognize the correct plural form
of a noun
Understand the meaning of a
singular possessive noun
Recognize the correct irregular
plural form of a noun
Identify which word is not a plural
noun
Recognize the correct use of a
plural noun in a sentence
Distinguish possessive nouns from
contractions
Recognize a collective noun as
being singular, distinguishing it
from plural nouns
RIT 211-220




Recognize which is not a correct
irregular plural noun
Identify a plural possessive noun
Distinguish plural nouns from
singular collective nouns, nouns
that end in ‘s’, and possessive
nouns
Identify a noun that is an idea or a
feeling, not just a person, place, or
thing
RIT 221-230
(221-230)





Understand the meaning of a plural
possessive noun
Recognize the correct possessive form
of a word
Distinguish a possessive noun from a
plural noun or a noun used as a
contraction with ‘s for “is”
Recognize the correct irregular plural
form of nouns not commonly used
(Latin roots like data-datum; open
compounds like lady in waiting)
Distinguish irregular plurals from
words that are not plural
(231-240)


Recognize the correct plural spelling
of a noun ending in “y” when just an
‘s’ is added
Recognize the correct plural forms of
irregular and not frequently used
plurals
40
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
NounPronoun
Antecedent


Return to
Curriculum
Guide

Phrases
Return to
Curriculum
Guide



RIT 211-220
Identify the noun replaced by a
pronoun
Replace more than one noun with
the correct pronouns, matching
gender and type of pronoun:
nominative, objective, and
possessive
Use the correct pronoun in one
sentence to match the number and
gender in another: them

Vocabulary: prepositional phrase
Identify a prepositional phrase
Recognize a phrase telling “which”



RIT 221-230
(231-240)
 Recognize clear or unclear
pronouns-antecedents
Recognize what part of the
sentence a prepositional phrase
modifies
Recognize a prepositional phrase
used as an adjective
Recognize the meaning of a verb
phrase
(221-230)
 Recognize a simple noun phrase
 Recognize and identify a
prepositional phrase containing
‘in’, ‘toward’, ‘with’, ‘around’,
‘into’
(231-240)
 Recognize and identify a
prepositional phrase containing
‘within’
 Recognize adverb and adjective
phrases
41
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Pronoun
Forms
Return to
Curriculum
Guide




Recognize the correct and incorrect
use of nominative, objective,
possessive, and demonstrative
pronouns
Use objective pronouns correctly in
a complex sentence: Everyone
except ___…
Recognize correct and incorrect use
of “their, they’re, and there”
Use reflexive pronouns correctly:
themselves
RIT 211-220








Run-on
Sentences &
Fragments


Return to
Curriculum
Guide
Recognize complete and
incomplete sentences (first time
this term appears)
Recognize a group of words as an
incomplete sentence or a question

Identify which word in a sentence
is the pronoun
Recognize the correct and incorrect
use of reflexive, nominative,
possessive, and objective pronouns
Understand the meaning of a
pronoun: “all of us” = “we”
Use nominative case pronouns
correctly
Use nominative pronouns correctly
in compound subjects
Recognize the correct and incorrect
use of “I” in a compound subject or
in a list
Recognize the correct and incorrect
use of reflexive pronouns:
themselves, itself, herself,
ourselves
Use indefinite pronouns in a phrase
correctly: “___ of the people
were…” (few, each, one, either)
Identify sentence fragments
RIT 221-230
(221-230)
 Recognize the correct and incorrect
use of nominative and objective
case pronouns in complex
sentences
 Use nominative pronouns followed
by a noun correctly: We boys
will…
 Use nominative pronouns correctly
as the first word in a compound
subject
 Use indefinite pronouns correctly:
“___ of the girls is …” (many,
some, either, several)
 Distinguish “that” used as a
pronoun from “that” used as an
adjective
 Recognize the correct and incorrect
use of “who, who’s, and whose”
42
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Sentence
Structure/
Type/Kind
Return to
Curriculum
Guide





Identify compound sentences
Identify sentence patterns (some
articles and possessive pronouns
used in short, simple sentences):
noun–verb, noun-verb-noun
Change the word order and keep
the same meaning
Add a phrase to form a complete
sentence
Verbalize what sentence part is
needed to form a complete
sentence: subject, object, adjective,
or subordinate clause
RIT 211-220






Subject &
Predicate
Return to
Curriculum
Guide

Name the two main parts of a
sentence

RIT 221-230
Identify sentence patterns
(sentences with articles, simple
adjectives): noun-verb, noun-verbnoun, noun-verb-verb
Identify a sentence as simple or
compound
Complete sentences correctly with
words or phrases
Recognize sentences with clear
meaning and correct form
Name the part of the sentence
needed to complete a sentence:
adjective to complete the linking
verb
Recognize complete complex
sentences
(221-230)
 Identify sentence patterns
(sentences containing adjectives
and helping verbs): noun-verb,
noun-verb-noun, noun-linking
verb-noun
 Determine the correct verb forms
or verb phrases to use in compound
or complex sentences
(231-240)
 Identify a complex sentence
Identify the subject of a sentence
(221-230)
 Identify the predicate of a sentence
 Identify the part needed to
complete a sentence: subject,
object, or adjective to complete the
linking verb
 Verbalize that a predicate contains
a verb
43
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Subject/Verb
Agreement

Recognize the correct use of
subjects or verbs in the following
cases:
o Singular subject – linking verb
o Singular subject – main verb
o Plural subject – linking verb
o Plural subject – auxiliary verb

Recognize the correct use of
subjects or verbs in the following
cases:
o First person singular subject –
main verb
o Identify a singular subject by
recognizing form of the verb in
the predicate

Sentences have more complex
syntax and phrasing, more difficult
vocabulary
Identify sentences that tell past,
present, or future

Understand that sentences tell past,
present, or future
Identify which sentence tells past
Return to
Curriculum
Guide
Variety of
Sentences
Return to
Curriculum
Guide
RIT 211-220


RIT 221-230
(221-230)
 Recognize the correct use of
subjects or verbs in the following
cases:
o Complex subject (“one of the
__s”, “all of the __s”) – linking
verb
o “There” – linking verb – plural
noun
o Indefinite pronoun – linking
verb
44
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Verb
Tenses
Return to
Curriculum
Guide





Understand the tense and meaning
of verbs, replace with similar verbs
of the same tense and meaning
Determine the correct verb tense to
use in a sentence
Determine the correct verb form to
use in a sentence: irregular verbs,
verbs used with auxiliary verbs
Identify present tense verbs
Determine the correct verb phrase
to use in a sentence
RIT 211-220







Punctuation
RIT 221-230
Determine the correct verb form to (221-230)
use in a sentence
 Recognize sentences in which the
subject of the sentence is the
Identify the verb form not used
“doer” of the action
correctly in a sentence
Recognize verbs that have the same
form for both present and past
tense
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
verb
Determine which verb to use in a
sentence in which the auxiliary
verb is separated from the main
verb
Understand the meaning of a
complex verb phrase
Determine which verb form is
correctly used in a complex
sentence
45
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Appropriate
Marks in
Dialogue
RIT 211-220


Use quotations in titles
Use parentheses around nonessential phrases


Use quotations in quoted material
Use single quotation inside
quotation marks

Use commas between two main
clauses in a complex sentence

Use commas between two main
clauses in a compound complex
sentence
RIT 221-230
Return to
Curriculum
Guide
Dependent
and
Independent
Clauses/
Comma
Usage
Return to
Curriculum
Guide
Preposition  Use commas after participial
phrases in a lengthy paragraph
al,
Participle
and
Appositive
PhrasesComma
Usage
(231-240)
 Use commas around dependant
clauses in compound, complex
sentences
46
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Use
Apostrophes
Return to
Curriculum
Guide
Use
Appropriate
End
Punctuation
Return to
Curriculum
Guide
Use
Commas
Appropriately
Return to
Curriculum
Guide









RIT 211-220
Use apostrophes in possessive
plurals
Use apostrophes with helping verb
and “not”

Use apostrophes for subject and
helping verb contractions
Identify different meanings of the
same sentence when end
punctuation is changed
Identify incorrect end punctuation
Identify periods when given a
paragraph

Identify correct punctuation in a
16-20 word compound sentence
Use correct punctuation when
sentence ends with an abbreviation
Identify correct punctuation in a 57 sentence paragraph
Use commas after a direct address
in an imperative sentence
Use commas after participial
phrases in a lengthy paragraph
Use commas in non-essential
parenthetical phrases
Use commas around interrupting
phrases contained within the
sentence




Use commas in a direct quotation
Use commas around non-essential
phrases
RIT 221-230
(221-230)
 Use apostrophes for plural
possessives in a compound
sentence
(221-230)
 Use commas to separate adverbial
introductory clauses in a complex
sentence
47
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220


Use
Underlining
in Titles
RIT 221-230
Underline movie titles
Underline magazine titles

Underline play titles
Troublesome spelling patterns:
 -ance/-ence
 ei/ie
 -ary/-ery
 plural form of words ending in
“o”

Tricky, troublesome words
Distinguish which homograph is
not correctly used
Return to
Curriculum
Guide
Spelling
Accuracy
and HighFrequency
Words

Format: Generally more difficult,
commonly misspelled words

Recognize correctly and incorrectly
applied basic spelling rules when
adding endings or affixes
Recognize when to double final
consonant before adding ending
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Curriculum
Guide
Application
of Rules
(prefixessuffixes)

Conventional 
Rules

Return to
Curriculum
Guide
Distinguish the correct spelling of a 
word from incorrect versions
Identify which word is or is not
spelled correctly

48
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
Writing Process
Drafting
and
Revising
Skills
Return to
Curriculum
Guide—
Drafting
Return to
Curriculum
Guide-Revising










Use participial phrases in correct
word order
Use of figurative speech in context
Select the best title for a piece of
work
Use precise language
Correct use of transitional
expressions
Use vivid descriptors
Use adverbial clauses in complex
sentences
Avoid run-on sentences
Use sentence variety
Use correct word order when using
adjective phrases


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




Revise syntax for correct order
Use subject-verb agreement
Use a variety of sentences from
simple to complex
Use infinitive phrases to denote
emphasis
Use subordinating clauses
Edit for misplaced modifiers
Combine sentences to make
compound and complex
Use parts of a news story for
complete description of an event
Write strong conclusions
(221-230)
 Use exaggeration to make
statement
 Use adverbial clauses
 Ask leading questions
 Use gerund phrases
(231-240)
 Use metaphors as a figure of
speech
49
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
Editing and  Use capitals in magazine,
newspaper, essay and titles
Proofreadi
 Use commas in letter closure
ng
Processes  Punctuate introductory dependant
Return to
Curriculum
Guide


clauses
Capitalize inside addresses
Punctuate non-essential
parenthetical phrases with commas




Use commas in a series of
participial phrases
Use strong topic sentences with
strong verbs
Use capitals in a letter closure
Use abbreviations in appropriate
places
RIT 221-230
(221-230)



(231-240)




Pre-Writing
Skills
Return to
Curriculum
Guide




Choose formal or informal
language
Select purpose of paragraph
Choose syntax that illustrates point
of view
Outline expository mode




Create comprehensive outlines
Use compound sentence selection
Outline verbiage for imaginative
stories
Categorize using main topic as
guideline





ISAT “Sub-Goal”
RIT 161-170
RIT 171-180
Identify strong adverbs
Identify indefinite pronouns
Use metaphors for emphasis
Conjugate irregular verbs correctly
(221-230)

Goal
Use complex sentence order in
paragraph
Use verb phrases
Use exaggerated figures of speech
for emphasis
Select words based on main topic
Outline a complex topic selection
Choose appropriate words for a
selection
Evaluate possible point of views
(i.e. personification)
Choose vivid descriptors
Select method for brainstorming
RIT 181-190
50
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
Goal
ISAT “Sub-Goal”
Capitalization
New Vocabulary
RIT 161-170

capital letter, capitalized,
underlined, sentence,
missing words
RIT 171-180

pronoun, name
©State of Idaho 2003
RIT 181-190

greeting, letter, title, note,
list
Back to top
RIT 191-200

direct quotation, proper
noun, place, phrase,
address, magazine
RIT 201-210

closing, book title,
paragraph
RIT 211-220

No new vocabulary above last
RIT band.
51
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
Goal
ISAT “Sub-Goal”
Writing
Composition and
Structure
New Vocabulary
RIT 161-170

poem, letter, story, ad,
statement, command,
question, exclamation,
style, sentence, rhyme,
book, paragraph
RIT 171-180

RIT 181-190
missing word, first, ending, 
last, greeting, describe
Back to top
RIT 191-200


title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition
RIT 221-230

descriptive writing,
incomplete sentence
RIT 201-210
exclamatory sentence,
encyclopedia, supporting
detail
RIT 231-240
©State of Idaho 2003

topic sentence, best order,
correct order,
chronological order, parts
of a letter, passage,
complete sentence, main
idea
RIT 211-220
limerick, formal essay,
drama, declarative
sentence, imperative
sentence, interrogative
sentence, tone, mood,
pattern of organization
52
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
Goal
ISAT “Sub-Goal”
Grammar
and Usage
New Vocabulary
RIT 161-170

Back to top
RIT 171-180

underlined, missing word,
more than one, complete
sentence, Standard English,
pronoun, correct
RIT 191-200

simple sentence,
comparative forms, suffix
noun phrase, dependent
clause, possessive noun,
conjunction
RIT 181-190

subject, predicate,
incomplete sentence, runon sentence, phrase, verb,
plural, question, paragraph,
singular, action word, verb
phrase, clause
RIT 211-220

modifies, main clause,
plural possessive, irregular
verb, simple sentence,
compound sentence,
complex sentence,
compound-complex
sentence
RIT 201-210

RIT 221-230

noun, past tense, wrong,
word order
fragment, compound
sentence, prepositional
phrase, present tense,
adjective, nonstandard
English, linking verb,
adverb, possessive,
dependent clause
RIT 231-240

adverb phrase, adjective
phrase, pronoun’s
antecedent
©State of Idaho 2003
53
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
Goal
ISAT “Sub-Goal”
Punctuation New Vocabulary
RIT 161-170

Back to top
comma, contraction,
punctuate, right mark,
sentence
RIT 171-180

RIT 191-200

quotation marks,
possession, address,
phrase, salutation, colon,
semicolon

RIT 221-230

plural possessive

RIT 181-190
punctuation mark,
exclamation point,
question mark, apostrophe,
period
RIT 201-210

parentheses, hyphen, rough
draft

RIT 231-240
©State of Idaho 2003
letter, ownership
RIT 211-220
possessive noun
54
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
Goal
ISAT “Sub-Goal”
Writing
Composition and
the Writing
Process
New Vocabulary
RIT 161-170

sentence, letter, picture,
period, capital letter,
misspelled, proofread,
missing word, choose, list,
question, correct order
RIT 171-180

underlined, phrase,
describe, story, question
mark, incomplete sentence,
topics, main topic, outline,
complete sentence
©State of Idaho 2003
RIT 181-190
comma, initials, compound
sentence, main headings,
punctuation mark, exclamation
point, poem, book report, fairy
tale, directions, advertisement,
mood, catalog

Back to top
RIT 191-200

comparison, point of view,
persuasive argument,
narrative, description,
quotation marks, syntax,
title, revising, first draft,
editing
RIT 201-210

RIT 221-230

nonparallel construction,
sentence fragment, faulty
tense change, irony,
exaggeration, fragment

run-on sentence, formal
and informal language,
composition, simile,
subheading, detail, subdetail, style, figure of
speech, suffix,
capitalization, caret
(editing mark), research
report, apostrophe
RIT 231-240
RIT 211-220

tone, summary, synonym,
personification, metaphor,
fantasy, complex sentence,
rough draft, personal
narrative
55
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to Top
Approved by the State Board of Education March 6, 2003
READING
Basic
Proficient
Advanced
2
174
182
193
3
185
193
204
4
192
200
211
5
198
206
217
6
203
211
222
7
207
215
226
8
210
218
229
9
213
221
232
10
216
224
235
LANGUAGE
Basic
Proficient
Advanced
2
176
184
197
3
186
194
207
4
193
201
214
5
200
208
221
6
204
212
225
7
207
215
228
8
211
219
232
9
213
221
234
10
214
222
235
MATH
Basic
Proficient
Advanced
2
174
185
201
3
185
196
212
4
194
205
221
5
202
213
229
6
208
219
235
7
214
225
241
8
222
233
249
9
229
240
256
10
231
242
258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards
Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function
independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant information relevant
to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above
his/her grade level.
The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all
major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information relevant to the
topic, at level.
The student can perform skills or processes independently without any significant errors.
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Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
BASIC: Below Standards
Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate independently on
concepts and skills related to his/her educational level. Requires remediation and assistance to complete
tasks without significant errors.


The student has an incomplete knowledge of the topic and/or misconceptions about some
information.
The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards
Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or
knowledge sets without significant remediation.


The student has critical deficiencies of relevant knowledge of topic and/or misconceptions
about some information.
The student cannot complete any skill set without significant assistance and coaching.
Sample Test Items
Basic Grammar and Usage RIT 201-210
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57
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 211-220
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58
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 221-240
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Capitalization RIT 201-210
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Capitalization RIT 211-220
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Capitalization RIT 221-240
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Composing and Writing Process RIT 201-210
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59
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
Composing and Writing Process RIT 211-220
Return
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Composing and Writing Process RIT 221-230
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Composition Structure RIT 201-210
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Composition Structure RIT 211-220
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Composition Structure RIT 221-240
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60
Idaho State Expanded Curriculum Guide Language/Writing 7th Grade
©State of Idaho 2003
Punctuation RIT 201-210
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Punctuation RIT 211-220
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Punctuation RIT 221-240
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