Download Basic Grammar and Usage RIT 171-180

1
Idaho State Curriculum Guide Language/Writing 1st Grade
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 of Idaho 2003
Learning Continuum RIT Bands
State Standards
Sample Test Items
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
Learning
Continuum
681.01.c
Pre-Writing
Skills
Teacher
Observable
ISAT
Sample
Sequence
Writing Process
Minimum
Hours
Allotted
Sample Teaching
Strategy
5
Working as a whole group use
the school mascot and develop a
web on the board. List
characteristics on the web.
Model how webs are used to
organize ideas and then create
sentences.
Sample
Resources

Return to Top
For Learning:
Draw your favorite animal inside the big
circle on the web. On the lines outside of
the web write all the words you can think
of that describe your animal.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
Punctuation
Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
2
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.01.a
681.01.b
681.01.c
681.02.e
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
Drafting and
Revising
Skills
681.01.c
681.02.e
Use Editing
and Proofreading
Processes
Learning
Continuum
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
For Learning;
Write descriptive words about your animal
without saying the animal’s name. Then
make descriptive sentences using the
words. Make sure each sentence begins
with a capital and ends with a period.
Trade papers with partners. Partners
check work for capitals and periods and
try to guess the animal’s name.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
For Learning:
Write descriptive words about an animal
without saying the animal’s name. Then
make descriptive sentences using the
words. Make sure each sentence begins
with a capital and ends with a period.
Trade papers with partners and have
them check work for capitals and periods.
See if they can guess the animal’s name.
Check descriptive sentence for capitals
and periods. Use finished work to create
a class riddle/guess book of favorite
animals.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
6
Have students write descriptive
words about an animal. Show
how they can make their animals
more interesting by using
descriptive words. Some
students may even be able to
use a children’s thesaurus to find
new words. Put the words into
creative sentences. Create a
class animal word bank.
3-
Model beginning a sentence with
a capital and ending with a
period. Review capitalization
rules.
connect
with other
objectives
Sample
Resources

3
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Writing Composition and Structure
681.03.a
Variety of
Formats
Learning
Continuum
Teacher
Observable
ISAT
(Narrative)
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
3
Keep a class journal of daily
events. Be sure to model writing
of date correctly.
Family Links:
Write three sentences out of
sequence on the board. As a
class, put the sentences in order.
Family Links:
Sample
Resources

Return to Top
For Learning:
Write in journal on a daily basis. Journal
entry must be dated with comma in the
appropriate location. Demonstrate and
prompt journal writing in a variety of
formats, i.e., Friendly letter, poem, story,
and advertisement.
Sample Resource
Of Learning:
RIT 171-180
RIT 181-190
Learning
Continuum
681.03.a
Composition
Forms
Teacher
Observable
ISAT
Learning
Continuum
Appropriate
Style and
Vocabulary
for Audience
2
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
(Narrative)
681.01.d
681.02.b
For Learning:
Student must write three or more
sentences, in order, telling about a
memorable experience.
Sample Resource
Teacher
Observable
ISAT
For Learning:
Write a weather report to present to the
class for yesterday, today, and tomorrow.
With partners identify topic of writing then
look for any off topic sentences.
Sample Resource
Of Learning:
RIT 161-170 (Develop Paragraphs)
RIT 171-180 (Develop Paragraphs)
RIT 181-190 (Develop Paragraphs)
Using weather word bank, write
three sentences about the
weather… yesterday, today, and
tomorrow.
4
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Grammar and Usage
Return to Top
Learning
Continuum
681.02.a
Variety of
Sentences
Sample Assessment and
Sample Quizzes
Learning
Continuum
Teacher
Observable
ISAT
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

http://www.ncte.org/positions/grammar.shtml
For Learning:
Provide a variety of sentences including
statements and questions. Students must
determine correct ending punctuation.
Sample Resource
6
Write a variety of statements and
questions on the board. As a
class, determine the correct
ending punctuation.
Family Links:
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
681.02.c
Subject-verb
agreement
Learning
Continuum
Teacher
Observable
ISAT
For Learning:
Provide students with practice sentences
in which they must choose the correct
subject-verb agreement
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
2
Read sentences with correct and
incorrect subject/verb
agreement. Teach students that
if the naming part of a sentence
names one, add –s to the action
word. If the naming part names
more than one, do not add –s to
the action word.
Daily Oral
Language
Family Links:
5
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.02.c
Noun Forms
681.02.c
Pronoun
Forms
681.02.c
Noun /
Pronoun
Antecedent
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
Learning
Continuum
Teacher
Observable
ISAT
Learning
Continuum
Learning
Continuum
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
For Learning:
Object sort nouns in categories of person,
place or thing. Picture sort of plural and
singular nouns. Link word cards to picture
sort.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
For Learning:
Have the students read a story and list all
the pronouns they can find. Next to the
pronouns have them write the nouns they
represent.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
For Learning:
Have the students read a story and list all
the pronouns they can find. Next to the
pronouns have them write the antecedent
they represent.
Sample Resource
Of Learning:
RIT 171-180
RIT 181-190
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Noun bag and students sort
objects into singular and plural
groups. Include simple irregular
plural nouns (geese, mice and
fish). Match word cards to
objects.
List pronouns from a story on the
board. Read the story to the
students and have them decide
whom the pronouns represent in
the story.
List pronouns from a story on the
board. Read the story to the
students and have them decide
the antecedent that the pronouns
represent in the story.
Sample
Resources

6
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.02.c
Verb Tenses
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
For Learning:
Have students choose an action and write
three sentences showing the action in the
past, present and future.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
681.02.c
Irregular
Verb Forms
Learning
Continuum
Teacher
Observable
ISAT
For Learning:
Give students cards with sentences that
have verbs in the present tense. Students
will have a partner. One partner will be
called “present” and the other will be
“past”. Have the student who is the
“present” read the sentence. The partner
who is the “past” must change the
sentence by changing the verb.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Have the class do an action
together (example: run in place,
clap your hands). Ask the
students what they are NOW
doing; write their answer on the
board. Ask the students what
they WERE doing; write their
answer on the board. Ask the
students what they WILL do,
write their answer on the board.
Be sure to include ed, ing, and
irregular verbs.
List the verbs: come, came, do,
did, go, went, run, ran, see, saw.
Have the students organize the
verbs into past and present
tense.
Sample
Resources

7
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.02.c
Adjective /
Adverb
Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Learning
Continuum
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
Sample
Sequence
For Learning:
Have each student bring two pictures, one
of a person, place or thing and the other
of an action. The students will be in
partners and not show their pictures to
each other. The student will only tell the
noun or verb that represents their picture.
The other student will then record
adjectives and adverbs to further describe
the pictures.
Sample Resource
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Make two columns labeling them
nouns and verbs. Have the
students brainstorm different
nouns and verbs. Next to the
words have the students think of
words that could be used to
describe them.
Of Learning: (Adjectives)
RIT 161-170
RIT 171-180
RIT 181-190
Of Learning: (Adverbs)
RIT 171-180
RIT 181-190
681.02.c
Negative
Forms
Learning
Continuum
Teacher
Observable
ISAT
Of Learning: (Phrases)
RIT 171-180
RIT 181-190
For Learning:
Place sentences in an envelope that
contain two negatives and the correct
replacements. Students will make
sentences, record and share what word
they didn’t use and why.
Sample Resource
Of Learning:
RIT 171-180
RIT 181-190
ID-L01-57
Explain to the students that
“no”,“not” and words that end
with -n’t are negative words.
Only one negative word may be
used in a sentence. Using the
pocket chart, construct
sentences with two negative
words. Example: We haven’t
nothing to eat. Have the
students revise the sentence to
contain only one negative word.
Sample
Resources

8
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Conventions: Capitalization
681.02.c
Fundamental Rules:
Beginning
Capitalization
681.02.c
Fundamental Rules:
Pronoun “I”
Learning
Continuum
Learning
Continuum
Teacher
Observable
ISAT
Learning
Continuum
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
681.02.c
Fundamental Rules:
Nouns
Teacher
Observable
ISAT
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning:
Write simple sentences on the board that
are missing the beginning capital.
Students must copy the sentence
correctly supplying the capital for the
beginning word.
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
For Learning:
Write simple sentences on the board that
contain a lowercase “i” for the pronoun.
Students must copy the sentence
supplying the capital for the word “I”.
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
Learning
Continuum
Sample
Sequence
©State of Idaho 2003
For Learning:
Students will return from nature or school
walk and list nouns in categories of
person, place, or thing. Students must
capitalize the proper nouns on their list.
Sample Resource
Of Learning:
See row below for test items
2
Explain to the students that a
sentence always begins with a
capital letter. Write simple
sentences on the board.
Students must identify the
beginning word of the sentence.
Point out that beginning words
are always capitalized. Have a
different group of sentences
without capitals and periods.
Ask the students to tell where
each sentence begins without
reading it. Discuss why capitals
are so important.
Write several simple sentences
on the board that contain the
pronoun “I” in lowercase.
Underline the word “i” three times
in each sentence stating that the
word “I” is always written with a
capital letter. Have the students
place a capital “I” card over the
lower case “i”. Give each
student their name and the letter
“I”. Talk about how they are " I "
and both are capitalized.
A noun is a person, place or
thing. Students will take a nature
or school walk to find as many
nouns as they can. Take digital
camera, have students take turns
taking pictures while others list
nouns.
Daily Oral
Language
Family Links:
9
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.02.c
Adjectives,
Titles
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
For Learning:
Create a class book of students’ favorite
storybooks. Students will write the title
(with correct capitalization) and draw an
illustration to represent his/her favorite
story.
Sample Teaching
Strategy
Sample
Resources

Important words in a title are
capitalized. Write favorite book
titles on the board in lowercase
letters. Have students choose
the “important” words that should
be capitalized.
Teacher can create a pretend bookshelf
and the children will write their titles on
bookends (made from strips of
construction paper) to reinforce correct
capitalization of titles.
Sample Resource
681.02.c
Proper
Nouns
Learning
Continuum
Teacher
Observable
ISAT
Conventions: Punctuation
681.02.c
Use Appropriate End
Punctuation
Learning
Continuum
Teacher
Observable
ISAT
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
For Learning:
Students will look through a book and find
nouns. On paper, they will list proper and
common nouns in separate columns.
Sample Resource
2
Of Learning:
See row above for test items
Make two columns on the board.
Title each with “Proper Nouns”
and “Common Nouns”. Have
students name different people,
places and things. As a class,
determine which column the
words should go under and why.
Family Links:
Return to Top
For Learning:
Provide a variety of sentences including
statements and questions. Students must
determine correct ending punctuation.
Sample Resource
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
ID-L01-75
2
Provide students with large cards
depicting periods, question
marks, and exclamation marks.
Teacher will hold up sentence
strip without ending punctuation.
Students will hold up and
verbalize correct ending
punctuation for the sentence the
teacher is holding.
Family Links:
10
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.02.c
Use
Commas
Appropriately
681.02.c
Use Apostrophes
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Teacher
Observable
ISAT
For Learning:
On the board the teacher will write, “My
mom needs me to buy…..at the store.”.
Have the students list 3 items they will buy
at the store. Have the students copy the
sentence on their individual paper
inserting the items they will buy, placing
the commas in the correct place. Each
day record date in journals or kids take
turns putting it on the board.
Learning
Continuum
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
For Learning:
Have students draw pictures of 5 of their
classmates. Have them write a sentence
about what they each got to “own” out of
the bag.
Have students connect words to correct
contraction using “not”. (can+not=can’t)
Sample Resource
Learning
Continuum
Teacher
Observable
ISAT
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
3
Have some students make large
commas and the word “and” to
tie around their necks. Divide the
class into groups of 6. Have the
students arrange themselves into
a list of friends with the commas
and “and” in the appropriate
place. Same activity with date
cards and commas.
2
Place a variety of items in a bag.
Allow students to take turns
choosing items from the bag. As
each child comes up, write their
name on the board and record
the item the have chosen. For
example: Rachel’s pencil.
Sample
Resources

Family Links:
11
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
681.02.c
Appropriate
Marks in
Dialogue
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
681.02.d
Learning
Continuum
Spelling:
Accuracy
and High
Frequency
Words
Teacher
Observable
ISAT
Minimum
Hours
Allotted
Sample Teaching
Strategy
2
Teacher draws a large diagram
of a mouth with smile lines on
each side (quotation marks). As
teacher calls on a student,
his/her comment is recorded
inside of the mouth (inside the
quotes). The student’s name is
then written in front of the mouth
followed by a comma. Teacher
emphasizes that what is said is
placed inside quotation marks.
Teacher
Observable
ISAT
Sample
Resources

Family Links:
Return to Top
For Learning:
In a writing assignment the student will
circle three to five words they know are
misspelled then use resources to selfcorrect. (These words are usually high
frequency words)
Of Learning:
See Test items in “Conventional Rules”
row
Learning
Continuum
Spelling:
Conventional
Rules
For Learning:
Working in teams, students will have
mouth diagrams and will place teacher
prepared quotations inside the mouth with
the speaker in front followed by a comma.
Sample Resource
Sample
Sequence
Of Learning:
RIT 181-190 (Enclosing Punctuation)
Conventions: Spelling
681.02.d
Sample Assessment and
Sample Quizzes
©State of Idaho 2003
For Learning:
Put a sentence on the board and have
student write the corrected version onto
their papers.
Of Learning:
RIT 161-170
RIT 171-180
RIT 181-190
6
All high frequency words should
be displayed on a large and
visible word wall. Individual desk
toppers should also be provided
for each student with the high
frequency words listed on them.
Teachers should play daily word
wall games.
Daily, take a picture of a child
then do a shared writing about
the child. Allow students to edit
sentences together. Put each
writing into a class dictionary.
Spelling Lists
Family Links:
Month-By-Month
Phonics by
Dorothy Hall and
Patricia
Cunningham
12
Idaho State Curriculum Guide Language/Writing 1st Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
681.02.d
Spelling:
Application of
Rules
(prefixes/suffi
xes)
Teacher
Observable
ISAT
Sample Assessment and
Sample Quizzes
For Learning:
When pertinent discuss word endings and
root words.
Sample Resource
Of Learning:
See Test items in “Conventional Rules”
row
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Write y, less, ing and ed on the
board. Tell the students that a
suffix will change the meaning of
the base word. For example,
how does ed change the
meaning of the word farm.
Continue with similar examples.
Sample
Resources

13
Idaho State Curriculum Guide Language/Writing 1st 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.
13
14
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho
2003
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.
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.
14
15
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho
2003
State Standards: 1st Grade
Return to Top
681.
WRITING.
Rationale: Write to demonstrate skill and conventions according to purpose and
audience.
Standard - The student
will:
01.
Understand and use
the writing process.
Content Knowledge and Skills:
a.
Fluently write upper and lower
case letters using appropriate
space and letter size.
Samples of Applications:
i.
Return to Drafting/Revising
Return to Drafting/Revising
Return to Prewriting
b.
i.
b.
Develop descriptive vocabulary to
enhance writing.
i.
c.
Apply rules and conventions for
i.
Return to Edit/Proofread
02.
Write and edit for
correctness and
clarity.
Return to Variety of
Sentences
Return to Appropriate Style /
Vocabulary
Return to Grammar and
Usage
ii.
iii.
Demonstrate basic understanding
of the writing process:
Pre-write;
First draft;
Revise and edit;
Publish;
Share.
Write for various audiences:
Self;
Teacher;
Other personally known
audiences.
Develop and organize sentences
that incorporate central idea and
supporting details.
c.
Return to Drafting/Revising
Return to Appropriate Style /
Vocabulary
Develop story fluency; write
words, and sentences relating to
one topic.
ii.
iii.
i.
d.
a.
Use multi-sensory methods to
establish proper formation such as
write letters in salt, make letters
out of clay.
Journal.
Write creative stories.
Write sentences as teacher
dictates.
Journal.
Follow teacher modeling of
writing process.
Participate in the writing
workshop process to be able to
write stories, letters/notes, and
simple report forms of writing.
i.
Write in response logs.
ii. Journal.
iii. Write letters and notes.
iv. Respond to a teacher prompt,
"Show what you know about…"
i.
Create charts, pictures, and plans
to enhance writing development.
Use literature and content
sources.
ii. Use Word Chart and Word Wall
Activities.
iii. Peer-model with peer papers.
Participate in mini-lessons based
15
16
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho
2003
the following:
Grammar;
Punctuation;
Capitalization.
Return to Capitalization
Return to Punctuation
ii.
iii.
iv.
Return to Spelling
Return to Drafting/Revising
d.
e.
Return to Edit/Proofread
03.
Write a narrative
essay which aligns
with the fifth-grade
Direct Writing
Assessment.
Return to Variety of Formats
Return to Composition Forms
a.
Demonstrate appropriate spelling:
Correctly spell words by
writing sounds in sequence;
Accurately spell highfrequency words;
Engage in such problemsolving strategies as
analogies, environmental
print, and resources.
Frequently reread to clarify,
revise, and edit.
i.
Using personal experiences and
knowledge as a source for
writing, create a narrative
account.
i.
ii.
ii.
i.
upon authentic writing
experiences.
Analyze errors during point-ofneed conferencing.
Use known skills during drafting
process.
Practice and apply conventional
spelling in daily writing through
the following:
 Word study of word families
 Irregularly spelled highfrequency words
 Homophones
 Suffixes and prefixes
 Plurals
 Individual word lists
 Word Wall Activities
Perform activities that include
segmenting (hearing sounds in
words), elkonian boxes, and onset
and rhyme.
Explain and create such
analogies as the following: "If I
know how to spell 'tree' and 'my',
then I can spell 'try.'"
Share writing with peers for
editing.
Draw a picture.
Orally retell a personal
experience.
iii. Write narrative responses to
prompts.
iv. Use the following modes:
 Observation
 Factual information
16
17
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170
RIT 171-180
RIT 181-190
Capitalization
Adjectives,
Titles,
Sentence
Beginnings
Return to
Curriculum
Guide
Fundamental 
Rules
Return to
Curriculum
Guide


Abbreviated professional and
personal titles: Mr., Mrs., Dr.

Capitalize first word of a quotation


Book or movie titles
Initials

Professional titles

Book titles

Professional titles (Mayor ___,
Congressman ___)
Format: Short sentences, simple
vocabulary
Capitalize the first word in the
sentence
17
18
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170
Fundamental 
RulesBeginning
Capitalization
Return to
Curriculum
Guide

RIT 171-180
Capitalize the first word in the
sentence

RIT 181-190
Capitalize the first word in the
sentence

Capitalize “Dear” in a letter
greeting

Capitalize the first word in the
greeting and closing of a letter

Capitalize “Love” in a letter
closing


Capitalize only the first word in a
sentence of common nouns
Capitalize the beginning of each
sentence in a short group of
sentences

Recognize a group of words as a
sentence and capitalize the first
word

Capitalize first word and names

Identify a sentence in which the
first word is not correctly
capitalized

Capitalize only the first word in a
sentence without proper nouns
18
19
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170

Fundamental
Rules:
Nouns
Return to
Curriculum
Guide
Pronoun “I”  Vocabulary – capitalized

Return to
Curriculum
Guide
Proper
Nouns
Return to
Curriculum
Guide
Lack of capital for “I” the only
error to identify
RIT 171-180
Differentiate between common and
proper nouns

Correctly capitalize up to four
words in the same sentence

Identify nouns correctly or
incorrectly capitalized

RIT 181-190
Format: Towards the end of this
range, some of the items require
reading multiple sentences in one
passage

Identify nouns correctly or
incorrectly capitalized

Correctly capitalize up to four
words in the same sentence

Distinguish between common and
proper nouns
Identify or correct several errors
including “I” in one sentence

Generalize the rule: always
capitalize “I”


Identify or correct several errors
including “I” in one sentence

Identify “I” errors twice in the
same sentence

Particular place names: cities,
vacation spots, rivers, states

Particular place names: states, city
and state (both)

Names of people: full name,
including initials and titles

Days and months



Family, personal, or professional
titles: Dr., Uncle __, Rev., Miss,
Mrs.
Names of people: first, middle, and
last
Places: countries, cities, states,
vacation spots

Nationalities

Pets’ names

Street names

Historical events

Course names

Names of organizations

Names of people

Holidays
Writing Composition and Structure
19
20
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170
RIT 171-180
Appropriate
Format


Return to
Curriculum
Guide


Appropriate
Style and
Vocabulary
Return to
Curriculum
Guide


Identify off-topic sentences
Choose specific phrases to finish
sentence











Identify topic sentence
Identify correct paragraph
Given four sentences choose the
one that does not belong
Choose a sentence to add to the
paragraph that is on-topic
Use strong concluding sentences
When given four simple sentences
choose the best sentence order
Choose the first sentence for the
paragraph
Use strong topic sentences
Use correct greetings in a friendly
letter
Use correct format for business
letters
Use correct capitalization in
greetings and closures


RIT 181-190
Use indentation for new paragraph
Focus on declarative sentence
structure
When given four simple and
compound sentences, choose the
chronological order
Choose sentence order when
writing directions
When given a 4-6 sentence
paragraph, choose the off-topic
sentence
When given a series of short
sentences, choose the group that
iterates one idea
20
21
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Variety of
Formats

Return to
Curriculum
Guide




RIT 161-170
Identify sentence types: statement,
command, question, and
exclamation. The vocabulary and
sentence length increase in
difficulty throughout the increased
RIT range.
Determine genre (i.e. poem, letter,
story, ad, etc.)
Choose audience when writing a
friendly letter
Use rhyme in some poetry
Use correct structure in letter
writing






RIT 171-180
Use all four sentence types
Focus on sentence question
structure
Write in the imaginative mode
Write clear directions
Write concise telephone messages
Define the parts of narrative
writing


RIT 181-190
Write a job application paragraph
Select appropriate titles for reports
Grammar and Usage
Adjective
Form
Return to
Curriculum
Guide

Recognize the correct use of
comparative adjectives -er and -est




In a short, simple sentence, use an
adjective that tells “what kind”
Use comparatives “good, better,
best” correctly
Use comparative –er correctly
Use superlative –est correctly





Use comparative adjectives (-er, est) correctly
Use comparatives “good, better,
best” correctly
Identify a word describing a noun
in a sentence
Recognize the correct use of
comparative adjectives
Use superlative adjectives correctly
21
22
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170
Adverb
Form
Return to
Curriculum
Guide





RIT 171-180
Use adverbs telling “how”
Recognize phrases that tell “where”
or “when”
Use comparative adverbs telling
“how” correctly
Recognize the correct use and
meaning of a prepositional phrase
containing “under”
Understand the meaning of a
phrase telling “when”




RIT 181-190
Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “where”
Use –ly adverbs correctly
Understand the meaning of a
phrase telling “where”
22
23
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”

Irregular
Verb Forms
RIT 161-170
Determine the correct common
irregular verb form to use in a
short, simple sentence


Return to
Curriculum
Guide


Negative
Forms
RIT 171-180
Format: Single word verbs only in
this RIT range
Determine the correct verb form to
use in a sentence (range of
difficulty from come/came to
catch/caught)
Determine the correct verb forms
to use in a compound or complex
sentence
Recognize the correct use of
negative phrase “doesn’t have”





Recognize the correct use of only
one negative in a sentence: can’t –
anybody; doesn’t – any; have never
had any

Recognize a regular plural noun
used in a sentence
Recognize an irregular plural noun
used in a sentence
Recognize the irregular plural form
of a noun
Recognize the correct plural
spelling of a noun ending in “y”
Return to
Curriculum
Guide
Noun Forms

Return to
Curriculum
Guide


Recognize the regular plural form
of a noun (add s)
Recognize simple irregular plural
nouns
Recognize that a noun is to be used
as a direct object





Recognize the regular plural form
of a noun
Recognize simple irregular plural
nouns
Recognize regular plural nouns
needing –es ending
Recognize the correct use of a
singular possessive noun
Identify a noun
RIT 181-190
Determine which verb to use in a
sentence
Determine which verb phrase to
use in a sentence
Determine which verb to use in a
sentence that has an auxiliary verb
Identify the past tense of an
irregular verb



23
24
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
NounPronoun
Antecedent
Return to
Curriculum
Guide


RIT 161-170
Understand that pronouns take the
place of nouns
Identify the pronoun used to take
the place of a singular “thing”

RIT 171-180
Recognize that “___ and I” = “we”

Use the correct pronoun to match
the number and gender of the
subject: he, they, him

Identify the noun in one sentence
replaced by a pronoun in another


RIT 181-190
Use the correct pronoun in a
sentence to match number, gender,
thing in a previous sentence: it, her,
they, he, his, himself
Identify the noun in one sentence
referred to by a nominative or
possessive noun in another
24
25
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Noun /
Pronoun
Usage
Agreement
Return to
Curriculum
Guide



RIT 161-170
Use objective pronouns correctly:
me, us, them
Use nominative pronouns
correctly: he, she, or they
Use possessive pronouns correctly:
her








Pronoun
Forms

RIT 171-180
Use objective pronouns correctly:
us, him, her, them
Identify the pronoun used to take
the place of a compound or
singular subject
Recognize correct and incorrect use
of demonstrative pronouns “them”
and “those”
Use nominative pronouns
correctly: he, she, we
Use indefinite pronouns correctly:
all, some, none
Use the pronoun “I” correctly in a
compound subject
Use objective pronouns correctly in
compound direct objects: “___ and
us”
Use possessive pronouns correctly:
hers, his

RIT 181-190
Identify the pronoun used to take
the place of “___ and me”

Use possessive pronouns correctly:
their

Use reflexive pronouns correctly:
myself, themselves

Identity pronouns used to replace
singular or plural “things”: it, them

Use objective pronouns correctly:
her, him

Recognize the correct and incorrect
use of “I” in a compound subject
(“___ and I”)

Use nominative pronouns correctly
by matching gender

Use indefinite pronouns correctly:
everyone

Identify pronouns used to replace
singular or plural nouns: her, they
Understand the meaning of
possessive pronouns used in a
sentence
Return to
Curriculum
Guide
25
26
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Sentence
Structure/
Type/Kind



Return to
Curriculum
Guide
RIT 161-170
Format: Statements, questions, and
commands
Recognize a complete sentence
Arrange words in order to form a
complete sentences






RIT 171-180
Format: Statements, questions, and
commands
Select words to form a complete
sentence
Recognize a complete sentence
Recognize words that do not form a
complete sentence
Recognize a complete question
Recognize word order that makes
sense (syntax)







RIT 181-190
Format: Statements, questions, and
commands
Recognize word order specific to a
question
Identify/recognize complete
sentences with adverb phrases or
nouns of direct address at
beginning (comma in sentence)
Select words in two places to form
a complete sentence
Identify a group of words as an
incomplete sentence
Identify sentences containing more
than one idea
Identify a group of words that do
not form a complete sentence –
requiring very careful reading
26
27
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Subject/Verb
Agreement

Return to
Curriculum
Guide
RIT 161-170
Recognize the correct use of
subjects or verbs in the following
cases:
o Third person singular or plural
subject - present participle
o Second person singular subject
- present participle to use as
first word in a question
o Subject-verb agreement in a
short simple sentence

RIT 171-180
Recognize the correct use of
subjects or verbs in the following
cases:
o Third person subject - linking
verb
o Singular subject - verb phrase
o Third person plural and second
person singular - correct
present participle to use as the
first word in a question



o
o
o
o
o
Variety of
Sentences

Format: Short sentences, 4-6
words, using very basic vocabulary

Format: Short sentences, 2–10
words, basic vocabulary

RIT 181-190
Identify the subject and predicate
of a sentence
Recognize word order necessary to
form a complete sentence
Recognize the correct use of
subjects or verbs in the following
cases:
Singular or plural subject - verb
phrase
Compound subject or third person
plural subject - linking verb or
present participle
Third person singular subject auxiliary verb
Third person singular or plural
subject – main verb
First person plural subject – main
verb
Format: Sentences become more
complex, with more difficult
vocabulary; simple paragraph
Return to
Curriculum
Guide
27
28
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Verb
Tenses
Return to
Curriculum
Guide



RIT 161-170
Recognize the correct use of past
tense verbs (add –ed)
Recognize the correct use of past
progressive (was __ing)
Recognize the correct use of
common irregular past tense verbs








RIT 171-180
Recognize the correct use of
present tense verbs (will ____)
Recognize the correct use of
common irregular past tense verbs
Recognize past tense verbs used
correctly in sentences
Recognize the correct use of
present progressive verbs (is __ing)
Determine the correct verb form to
use in a sentence
Distinguish which sentence tells
past tense
Recognize the correct use of a past
tense helping or auxiliary verb
Identify the correct irregular past
tense form of a verb










RIT 181-190
Recognize a sentence that tells past
action or events
Identify the correct past tense form
of common irregular verbs
Recognize or determine the correct
use of common irregular past tense
verbs
Recognize or determine the correct
use of past tense helping or
auxiliary verbs
Determine the correct use of a verb
phrase
Recognize the correct use of
gerunds
Recognize the correct use of
regular past tense verbs
Determine the correct verb tense to
use in a sentence
Recognize or determine the correct
use of future tense verbs and verb
phrases
Identify which word is a verb
Punctuation
28
29
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170
RIT 171-180

Appropriate
Marks in
Dialogue
RIT 181-190
Use quotation marks for direct
conversation
Return to
Curriculum
Guide
Use
Apostrophes

Use apostrophes in contractions
with verb and “not”

Use apostrophes in singular
possessives

Use apostrophes in irregular
contractions

Use question marks on 3-4 word
interrogative sentences
Use periods on imperative
sentences
Use periods on declarative
sentences
Use exclamation marks on
exclamatory sentences

Identify punctuation never used at
the end of the sentence
Use question, period, or
exclamation mark at the end of 5-8
word sentences

Use correct end punctuation on a
collection of sentences
Use question marks correctly when
writing a friendly letter
Return to
Curriculum
Guide
Use
Appropriate
End
Punctuation
Return to
Curriculum
Guide





29
30
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use
Commas
Appropriately

RIT 161-170
Correctly place commas in the date

RIT 171-180
Use commas in a series



Return to
Curriculum
Guide





RIT 181-190
Use commas in personal greetings
Use commas in introductory words,
(i.e. well, no, sorry)
Use commas between two main
clauses
Use commas after introductory
clauses
Use commas after introductory
adverbial clauses
Use commas in a letter closing
Use commas after direct address
Use commas between city and state
Spelling
Accuracy
and HighFrequency
Words
Return to
Curriculum
Guide

Recognize common words that
have been misspelled, either by
sight or by applying basic rules of
phonics

Format: Short, one- or twosyllable words, frequently used
words

Format: One- or two-syllable
words, with some of three-syllables
at upper RIT range

Recognize common words that
have been misspelled, either by
sight or by applying basic rules of
phonics

Recognize words misspelled when
endings added: double final
consonant, add -ing; drop e, add –
ing
30
31
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 161-170
RIT 171-180

Application
of Rules
(prefixessuffixes)
RIT 181-190
Recognize the correct spelling of
root words with suffixes added: ous, -y, -less, -ing, -ed
Return to
Curriculum
Guide
Conventional
Rules
Return to
Curriculum
Guide

Recognize words misspelled when
endings added: double final
consonant, add -ed; drop e, add –
ing

Recognize misspelled common
compound words

Distinguish the correct spelling of a
word from incorrect versions

Identify two words misspelled in
one sentence

Recognize the correct spelling of a
plural noun: change “y” to “i” and
add “-es”

Recognize a sentence in which all
words are correctly spelled (up to 8
words)

Recognize an incorrectly used
homograph in a sentence
Writing Process
31
32
Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Drafting
and
Revising
Skills
Return to
Curriculum
Guide








RIT 161-170
Identify correct word order in 4-6
word sentences
Choose correct word to complete a
sentence
Form question order of simple
sentences
Choose a simple 2-4 word main
topic
Add simple details to topic
Describe a given picture in a
simple sentence
Identify gerund phrases
Add details as appropriate to a
given topic









RIT 171-180
Revise to stay on topic
Use vivid descriptors that denote
tone and mood
Draft mood and tone in the detail
selection
Categorize main ideas and
supporting details
Use vivid adjectives and adverbs
Combine simple sentences to create
compound sentences
Add adverbs to describe action
Use imaginative language to
support topic
Choose language appropriate for
audience














RIT 181-190
Use compound and complex
sentences
Use a variety of modifiers
Use infinitive phrases for emphasis
Use figurative language (simile,
metaphor)
Use vivid descriptor phrases
Combine simple sentences to form
complex sentences
Vary sentence order
Vary word order
Use sentences of 8-10 words to
vary language
Use details for effective sentences
Vary sentences to show same
meaning related to topic
Use correct word order in
interrogative sentences
Use precise nouns and verbs
Create word list of strong nouns
and verbs
32
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Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Editing and
Proofreading
Processes
Return to
Curriculum
Guide



















RIT 161-170
Use imperatives
Use capitals at the beginning of the
sentence
Use present participles
Use verb phrases
Categorize words
Write letters to a specific audience
Use capitals for title of names
Use periods
Use superlatives correctly
Use exclamations for emphasis
Use third person pronouns
Spell irregular verbs correctly
Align subjects and direct objects
Align subject-verb agreement
Use nominative case
Use capitals for holidays
Use rhyming words in poetry
Use apostrophes for contractions
Use future tense

























RIT 171-180
Capitalize names of countries
Spell 3-4 syllable words
Edit out off-topic sentences
Punctuate correctly
Use comparative words
Capitalize professional titles
Use interrogatives
Create strong sentence beginnings
Use verbs correctly (present
perfect, future)
Edit for subject–verb agreement
Use strong conclusions
Write directions
Use dashes correctly
Edit for pronoun-antecedent
agreement
Proofread for tense agreement
Use commas in a series
Use apostrophes for possessives
Use quotation marks
Write personal letters
Use prepositional phrases
Use capitals with initials
Use capitals with titles
Use paragraphing strategies
Use independent clauses correctly
Avoid double negatives



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RIT 181-190
Capitalize first word of sentence
Use periods with abbreviations
Capitalize greetings and personal
titles
Capitalize inside quotations
Use comparative phrases
Use commas for introductory
words (i.e. well, no)
Use commas between two main
clauses
Use descriptive writing mode
Write business letters
Use commas in adverbial clauses
Identify subject from predicate
Use past participial phrases
Use correct compass points
Use compound personal pronouns
Use correct indentation
Use auxiliary verbs correctly
Capitalize literary titles
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Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Pre-Writing
Skills
Return to
Curriculum
Guide


RIT 161-170
Use short complete sentences

Identify a brainstormed single word 
list about a given topic
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RIT 171-180
Choose main topic
Select purpose of writing
Recognize genre
Determine audience
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RIT 181-190
Create a simple outline
Write in a selected genre (i.e. a
simple fairy tale)
Create starter sentences
Categorize around a main topic
Select appropriate sentences for
topic
List sentence details
Pre-write sentences that convey
purpose of topic
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Idaho State Curriculum Guide Language/Writing 1st Grade
Goal
ISAT “Sub-Goal”
Capitalization
New Vocabulary
RIT 161-170

capital letter, capitalized,
underlined, sentence,
missing words
©State of Idaho 2003
RIT 171-180

pronoun, name
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.
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Idaho State Curriculum Guide Language/Writing 1st 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
©State of Idaho 2003
RIT 171-180

RIT 181-190
missing word, first, ending, 
last, greeting, describe
Back to top
RIT 191-200
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title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition
RIT 221-230

RIT 201-210
exclamatory sentence,
encyclopedia, supporting
detail

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
RIT 231-240
descriptive writing,
incomplete sentence
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Idaho State Curriculum Guide Language/Writing 1st 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
noun, past tense, wrong,
word order
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

©State of Idaho 2003
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
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38
Idaho State Curriculum Guide Language/Writing 1st 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
©State of Idaho 2003
RIT 181-190
punctuation mark,
exclamation point,
question mark, apostrophe,
period
RIT 201-210

parentheses, hyphen, rough
draft

letter, ownership
RIT 211-220
possessive noun
RIT 231-240

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39
Idaho State Curriculum Guide Language/Writing 1st 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
©State of Idaho 2003
RIT 171-180

underlined, phrase,
describe, story, question
mark, incomplete sentence,
topics, main topic, outline,
complete sentence
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

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Idaho State Curriculum Guide Language/Writing 1st Grade
Basic Grammar and Usage RIT 161-170
Return
Return
Return
Return
Return
Return
Return
©State of Idaho 2003
Return to Top
Return
Basic Grammar and Usage RIT 171-180
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Basic Grammar and Usage RIT 181-190
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
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Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
Capitalization RIT 161-170
Return
Return
Return
Capitalization RIT 171-180
Return
Return
Return
Capitalization RIT 181-190
Return
Return
Return
Composing and Writing Process RIT 161-170
Return
Return
Return
Composing and Writing Process RIT 171-180
Return
Return
Return
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Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
Composing and Writing Process RIT 181-190
Return
Return
Return
Composition Structure RIT 161-170
Return
Return
Return
Composition Structure RIT 171-180
Return
Return
Return
Return
Composition Structure RIT 181-190
Return
Return
Return
Return
Punctuation RIT 161-170
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Return
Return
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Idaho State Curriculum Guide Language/Writing 1st Grade
©State of Idaho 2003
Punctuation RIT 171-180
Return
Return
Return
Punctuation RIT 181-190
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Return
Return
Return
Resources
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