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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 33 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 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 33 34 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 RIT 171-180 Choose main topic Select purpose of writing Recognize genre Determine audience 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 34 35 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. 35 36 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 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 36 37 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 37 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 38 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 39 40 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 40 41 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 41 42 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 Return Return Return 42 43 Idaho State Curriculum Guide Language/Writing 1st Grade ©State of Idaho 2003 Punctuation RIT 171-180 Return Return Return Punctuation RIT 181-190 Return Return Return Return Resources Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return Return 43