Download Language Arts Curriculum Guide Template

1
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
McRel Alignment
Go to Writing Process
Go to Composition Structure
Go to Basic Grammar and Usage
Go to Conventions: Capitalization
Go to Conventions: Punctuation
Go to Conventions: Spelling
ISAT Cut Scores
State Standards
New Vocabulary
Capitalization
State
Standard
and
Benchmark
Composition and Structure
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Grammar and Usage
Sample Assessment
and Sample Quizzes
Writing Composition and the Writing Process
717.01.a
Pre-Writing
Skills
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning:
Using a grading rubric, assess
students by assigning an expository
topic on the board and asking them to
create a writing “plan” that includes
brainstorming and a graphic
organizer. This can be done
individually or with a group
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Punctuation
Assign students an expository
topic, such as “How to Be a Good
Friend, etc.” Brainstorm as a class
and turn ideas into a graphic
organizer.
Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
Step Up to
Writing:
http://www.ste
puptowriting.co
m/
2
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.01.a
Drafting and
Revising
Skills
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observation:
Observe students as they draft and
revise their writing, providing
guidance when necessary.
Rubric Assessment:
Use grading rubric for sentence
fluency and/or conventions to assess
the student’s final copy for effective
revision before publishing.
State scoring guide
http://www.sde.state.id.us/instruct/doc
s/langarts/DWA03/grade5standard.pd
f
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Description of Narrative Writing
Project
Sample Model Story, “Halloween
Model”.
Place a Narrative writing that you
are personally doing and have the
students assist you in editing it.
Students work collectively to edit
each other’s papers using the
scoring rubric or a class created
students friendly rubric.
Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
Step Up to
Writing:
http://www.ste
puptowriting.co
m/
3
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Use Editing
and Proofreading
Processes
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Teacher Observation:
Assign students a writing topic
(narrative or expository). Have the
students write a rough draft. Using
editing symbols have students work
first independently to edit their own
writing, correct errors and add details
using editing symbols in red pen.
Then, have students work in pairs to
read each other’s writing and make
any necessary editing marks to their
partner’s writing.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Step 1:
Introduce the editing symbols for
writing and practice samples on the
board together as a class. Write
sentences and paragraphs with
various errors (capitalization,
punctuation, etc.) correct them
together, using the editing symbols
to correct each error.
Step 2:
Have the editing symbols posted
either with a poster in the room or
on cards for individual students to
keep in their desks. Using the
Daily Oral Language format, have
students copy down various
sentences and paragraphs with a
variety of errors. They should copy
the sentences “as is” on their
journals and use red pens to insert
editing symbols to correct each
mistake. Go over the editing
symbols together as a class and
discuss.
Step 3:
Assign a writing project (narrative
or expository). Have students use
editing symbols to correct errors
and add details to their writing
before they start a final copy.
Sample
Resources

Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
4
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Writing Composition and Structure
717.01.b
Appropriate
Format
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Return to Top
For Learning:
Given samples have students identify
different forms of writing and the
appropriate time to use each.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Take paragraphs from a story and
cut them apart. Have the students
order the sentences into a
paragraph.
If access use Step Up to Writing
http://www.stepuptowriting.com/ida
ho.htm
Write directions for doing an
everyday task like making peanut
butter and jelly sandwiches
Write a letter to a local business
Read poetry and discuss moods
Have the student work in teams to
decide what genre a piece of
writing is.
Description of research reports
Sample Parent Letter
717.01.c
Appropriate
Style and
Vocabulary /
Use
Sentence
Forms
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Teacher observes students
explaining topic sentence to each
other
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Have each student write one
sentence for each type of sentence
(exclamatory, imperative). Place
all sentences in a container. Have
students draw one sentence at a
time out and identify what type it
is.
Have the students create
nonlinguistic representations of the
definition for a topic sentence. Extop piece of bread on a sandwich
Sample
Resources

5
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.b
Variety of
Elements
717.02.c
Details
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
For Learning:
Teacher observation:
Monitor student progress on each
poetry style and encourage the use of
personification, alliteration, etc. as
appropriate for each style of poem.
Student Presentation:
Have students read their poetry to the
class, emphasizing dramatic styles of
presenting and reciting poetry.
Introduce various styles of poetry
(Limericks, Haiku, etc.), and have
students create their own Poetry
Books. Introduce one style of
poetry per day/lesson and
encourage students to share their
completed poems with the class by
reciting them at the end of the
lesson for closure.
Sample Poetry--Cinquain
For Learning:
Assessment of student writing with
grading rubric
Develop a paragraph with a clear
main idea and details appropriate
for a 5th grade audience.
1) Brainstorm ideas and create an
outline using the Step Up to Writing
method: (Colors are on a piece of
paper, colored pencils, crayons,
stickers, etc.)
Green=Big Topic, Topic sentence
Yellow=Reasons, facts, details,
transition words
Red=stop and explain the yellows
2) Model sample of a complete
paragraph.
3) Students write rough draft,
proofread, edit with editing
symbols, and final copy.
See Sample Writing Key and
Paragraph
Sample
Resources

Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
Step Up to
Writing:
http://www.ste
puptowriting.co
m/
6
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.03.a
Composition
Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
717.03.b
Learning
Continuum
Variety of
Components/
Develop
Paragraphs
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observation:
Observe students as they plan, draft,
proofread and revise their writing,
providing guidance when necessary.
Rubric Assessment:
Use grading rubric for the 6 Traits of
Writing
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
For Learning:
Teacher observation:
Observe students as they plan, draft,
proofread and revise their writing,
providing guidance when necessary.
Rubric Assessment:
Use grading rubric for the 6 Traits of
Writing, or state rubric
See Sample Rubric
Grading Rubric
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Description of Narrative Writing
Project
Sample
Resources

Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
Description of Narrative Writing
Project
See ideas for appropriate format
Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
7
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Grammar and Usage
717.02.c
Variety of
Sentences
717.02.c
Sentence
Structure /
Type / Kind
Sample Assessment
and Sample Quizzes
Return to Top
Learning
Continuum
Teacher
Observable
DWA
ECA
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

http://www.ncte.org/positions/grammar.shtml
For Learning:
Teacher observation:
Observe students as they write in
their journals, read them, and provide
written responses to students,
focusing on sentences structure and
past, present and future tense.
Assign journal writing each day, for
approximately 20 – 30 minutes per
session.
Assign specific topics to focus on a
variety of sentence structures for
past, present and future tense.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
For Learning:
Teacher observation:
Observe students as they plan, draft,
proofread and revise their writing,
providing guidance when necessary.
Rubric Assessment:
Use grading rubric for the 6 Traits of
Writing-Sentence Fluency and
Conventions.
Give each student apart of a
sentence with a piece missing. The
student will identify the part they have
and look for the student with the
missing piece.
Of Learning:
See Row above for sample test items
Description of Expository Writing
Project
Rearrange sentence structure from
a picture book to tell the story while
keeping the meaning the same.
Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
8
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Subject-verb
agreement
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observation of class
participation and individual work via
monitoring and circulation. Grade
independent work.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Write several sample sentences on
the board. As a class, identify the
subject and the verb of each
sentence by underlining the subject
once and the verb twice. Discuss
subject-verb agreement.
Complete several examples of
single and plural subjects.
Examples:
1. Amy wants to go bowling.
2. Her parents want to go
bowling, too.
3. Harry and Emil spend time
playing basketball.
4. 4. Sarah and Mary join
them.
Next, write sample sentences on
the board that have a choice of
verbs to select for subject-verb
agreement, and have students
work independently to underline the
subject and verb and select the
correct subject-verb option.
Example:
1. Every winter the kids in my
neighborhood (put, puts) on a play.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
9
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Noun Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observation during class
discussion and participation.
Monitoring during independent work
and grading of independent
assignment if desired.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Orally review the meaning of a
noun: a person, place, thing or
idea. Write several sample
sentences on the board, identifying
the nouns as a class and
discussing the differences between
singular nouns, plural nouns, and
possessive nouns.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Ask students to use their
Accelerated Reading books or
various library books to read and
copy from their books 5 sentences,
circling the various types of nouns
for each category: singular nouns,
plural nouns and possessive
nouns.

10
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Noun /
Pronoun
Antecedent
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observation during direct
instruction and questioning.
Partner work on paragraphs.
Of Learning:
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Introduce antecedents: a noun that
replaces a pronoun.
Writer’s
Express, Write
Source
http://www.the
writesource.co
m/index2.htm,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Do several examples as direct
instruction.
Example:
1. My brother had fun at his
first game. (The pronoun
his and the word it
replaces, brother, are both
singular, so they agree.)
Complete several examples
together as a class.
Have students each write a
descriptive paragraph about
something fun they have done.
Ask pairs of students to exchange
papers and write a second
paragraph that uses a pronoun in
place of one of the nouns in each
of their partner’s original
sentences.

11
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Pronoun
Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
DOL participation
Teacher Observation
Student Writing
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Review pronoun forms: personal,
singular, plural, subject, object,
and possessive.
Writer’s Express pages 423 – 424.
Write Source, Houghton Mifflin
Company, Wilmington,
Massachusetts.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Introduce the differences and
correct uses of “their, there and
they’re” in DOL practice.
Divide into groups, and ask each
group to write a paragraph on a
topic such as a hobby, trip, etc.
One student begins by writing a
sentence containing a personal
pronoun and a form of “their, there
or they’re” and underlining it. The
students take turns adding related
sentences. Each pair of student
should complete a paragraph
containing at least 10 sentences.
Have students read paragraphs
aloud to the class.

12
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Verb Tenses
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Whole class participation in oral
review.
Student Writing
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Orally review past, present and
future tense.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
1.
2.
3.
Students each write a
paragraph about the way
something was in the past
(cars, schools, television).
2. Ask students to trade
papers with a partner, and
rewrite their partner’s
paragraph using future
tense. How do they think
the selected topic will be
in the future?
Share paragraphs with the
class if time allows.

13
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Irregular Verb
Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Independent assignment of 3 column
verb forms and sentences.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
1. List present tense of the
following verbs on the board:
Blow
Bring
Draw
Eat
Fly
Hide
Know
Lay
Lie
Run
Wake
2. Have students fold a piece of
paper into 3 sections and label
them, “Present, Past and Past
Participle”.
3. Ask students to complete each
column for the list of verbs above.
4. Provide an answer key for
students to check their work. For
each verb form they missed, ask
them to write a sentence using
each one. If they didn’t make any
mistakes, they can choose any two
verbs and write a total of six
sentences using the principal parts
of each verb.
Writer’s Express Skills Workbook,
Write Source, Houghton Mifflin
Company, Wilmington,
Massachusetts.
Sample
Resources

Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
14
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Adjective
Forms
717.02.a
Adverb
Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher observation of student
participation and monitoring for
correct forms of adjectives.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
For Learning:
Independent Student Assignment
Teacher Monitoring and Observation
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Have students draw 3 separate
pictures of themselves with 3
different “moods”. Then, have
them draw a web organizer of
adjectives (at least 4 adjectives per
picture) that describe each mood.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Fold a piece of paper in half and
label each side, “comparative and
superlative”. Ask students to list
the comparative and superlative
forms of each of the adjectives they
used on their mood drawings.
List 4 adverbs on the board:
carefully, loudly, slowly and well.
Have students fold a piece of paper
vertically in 3 sections and label
them: “positive, comparative and
superlative”.
Write a sentence for each form of
adverb in the appropriate section
and underline the adverb form in
each sentence. For example:
Positive: Sally writes her spelling
words carefully.
Comparative: Jim writes his more
carefully than Sally.
Superlative: Clair writes hers
most carefully of all.

Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
15
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Negative
Forms
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Student participation and reading of
skits in class.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Orally review examples of
negatives: no, nowhere, never,
nothing, not nobody, no one, etc.
Review examples of double
negatives: isn’t no, wasn’t nothing,
not no one, etc.
In pairs have students write a
dialogue skit, each student writing
for a separate character part,
“Correct Grammar Gretta/Greg
and Double Negative Nelly/Nate”.
Students should focus on writing
dialogue about what they are going
to do at recess and using either
appropriate negatives or double
negatives accordingly. Share skits
with the class when completed.
Sample
Resources

16
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Phrases
Teacher
Observable
ISAT
ECA
DWA
Sample Assessment
and Sample Quizzes
For Learning:
Student participation
Teacher Observation
Independent Assignment
Student Writing
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Introduce and discuss examples of
prepositions and prepositional
phrases. Provide a list of
commonly used prepositions, such
as listed on page 434 of the
Writer’s Express, Write Source,
Houghton Mifflin.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Write sample sentences with
prepositional phrases on the board
and have students copy them.
Practice as a class identifying the
prepositional phrases, underlining
the phrase and circling the
preposition.
For example: Spot ran around the
room and then jumped onto the
couch.
Next, have students write a friendly
letter about what they did over the
weekend. Underline each
prepositional phrase and circle
each preposition in the letter (they
should have at least six).

17
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Clauses
717.02.a
Subject and
Predicate
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
RIT 201-210
RIT 211-220
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
ISAT
ECA
DWA
Of Learning:
Goal not on original Learning
Continuum
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Introduce the subject of sentences
and sentence fragments by
comparing the sentence to a
person. A person needs both a
body and a brain to work; in a
similar way, a sentence needs both
a subject and a verb to be
complete.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Ask volunteers for a list of subjects
and verbs, and write students’
suggestions on the chalkboard.
Have students combine the
subjects and verbs to practice
forming sentences.
Introduce subjects and predicates.
The subject of a sentence is the
part that tells whom or what the
sentence is about. The predicate is
the part that tells what the subject
is or does.
Brainstorm with the students and
write various subjects and
predicates on the board randomly.
Then, ask the students to combine
the subjects and predicates to
make sentences on their papers.

HBJ Language,
Harcourt Brace
Jovanovich.
18
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Run-ons and
Fragments
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Conventions: Capitalization
717.02.a
Fundamental Rules:
Beginning
Capitalization
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
DOL participation
Student Writing
Peer Editing
Of Learning:
Goal not on original Learning
Continuum
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Use DOL sentences and
paragraphs to edit and correct runon sentences and fragments.
Have students write 3 run-on
sentences and 3 fragments on an
index cards, mixing the run-ons
and fragments on the card.
Students trade cards with a
partner. Underline all the run-on
sentences in red and the fragments
in yellow. Ask students to identify
on the card what part of the
sentence is missing if the sentence
is a fragment, then rewrite each
sentence to correct it and make is a
complete sentence. Students
should trade cards back with the
original owner when they are
finished and peer edit for
correctness.
Return to Top
For Learning:
Student writing DOL sentences and
editing marks
Teacher observation
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Use DOL sentences with various
capitalization errors, have students
correct the errors using editing
marks, then go over each
capitalization error and the rule for
each as a class.
Family Links:
19
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Fundamental Rules:
Pronoun “I”
717.02.a
Adjectives,
Titles, Proper
Nouns
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Sample Assessment
and Sample Quizzes
For Learning:
Student Writing
Class Participation
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 191-200
Learning
Continuum
For Learning:
Student Writing of DOL sentences
Learning
Continuum
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Teacher
Observable
DWA
ISAT
ECA
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

Have students write a paragraph
about what they did over the
summer, weekend, holiday, etc.
that causes them to use the “I”
pronoun.
Have students read their
paragraphs out loud to the class
and ask the class to stand up every
time they hear the pronoun “I” to
signify the importance of
capitalizing “I”.
Use DOL sentences to review the
rules of capitalization for:

The beginning of sentences

The beginning of quotations

Full names, including titles and
initials

Particular places, points of
interest, buildings, monuments

Teams, organization,
government bodies

Countries and continents

Historical events and eras
Daily Oral
Language,
McDougal,
Littell &
Company,
Evanston,
Illinois.
D.O.L Plus,
Great source

717.02.a
Capitalization:
Fundamental
Rules
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
For Learning:
Student Writing of DOL Sentences
Letter Writing
Companies, stores, products
Use DOL sentences to review the
rules of capitalization.
Have students write a friendly letter
telling about their favorite books,
magazines, stories, and poems,
focusing on correctly capitalization
rules for each.
Daily Oral
Language,
McDougal,
Littell &
Company,
Evanston,
Illinois.
20
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Conventions: Punctuation
717.02.a
Use Appropriate End
Punctuation
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning:
Student Participation
Teacher Observation
Independent written assignment
DOL Sentences
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Have students each write 5 simple
sentences on an index card.
Read the sentences out loud to the
class. Have them stomp their feet
at the end of the sentence if they
think it should end with a period,
clap their hands if it should end in
an exclamation point, and snap
their fingers if it should end with a
question mark.
Discuss how the meaning would
change if different end punctuation
were applied.
Provide independent assignments
of written sentences or paragraphs
with missing end punctuation, and
have students insert the correct
punctuation.
Use DOL sentences to practice
correct end punctuation daily.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Daily Oral
Language,
McDougal,
Littell &
Company,
Evanston,
Illinois.
21
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Use
Commas
Appropriately
717.02.a
Use Apostrophes
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
For Learning:
Student Participation
Teacher Observation
Student writing
Provide several examples of
sentences with dates and edit
them, inserting commas where
appropriate as a class.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Students write a news story
announcing the unveiling of a new
car. Use dates to tell when each of
the car’s special new features was
first developed. Use commas
correctly.
Page 10, Writer’s Express, Write
Source, Houghton Mifflin Company,
Wilmington, Massachusetts.
For Learning:
Student Participation
Teacher Observation
Student Writing
Review the use of apostrophes to
show ownership. Discuss how the
placement of the apostrophes
changes when singular or plural.
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Complete several examples
together on the board of singular
and plural possessives.
Students write a paragraph about
an item that belongs to someone
else, but they would like to own it.
They should include at least 4
singular possessives and 4 plural
possessives in their paragraphs.
Sample
Resources

Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
22
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Appropriate
Marks in
Dialogue /
Enclosing
Punctuation
717.02.a
Use
underlining
for titles
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Sample Assessment
and Sample Quizzes
For Learning:
Student Writing and Editing DOL
Sentences
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Learning
Continuum
For Learning:
Student Writing and Editing DOL
Sentences
Student Participation
Student Writing
Peer Editing
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
RIT 191-200
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Use DOL sentences to review and
practice the rule for enclosing titles
of stories in parentheses.
Daily Oral
Language,
McDougal,
Littell &
Company,
Evanston,
Illinois
Use DOL sentences to review and
practice the rule for underlining
titles.
Daily Oral
Language,
McDougal,
Littell &
Company,
Evanston,
Illinois
Call students up to the board to
write the title and author of their
library book. Have another student
come to the board to correctly
underline the title of the book.
Have students write a friendly
letter, recommending 5 of their
favorite books to a friend. They
should correctly underline each of
the titles. Trade papers with a peer
and check each other’s work.
23
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Dependent
and
Independent
Clauses /
Comma
Usage
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA, ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Student participation
Teacher observation
Independent Student Assignment
Of Learning:
Go to “Use Commas Appropriately”
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Orally review with students: A
clause is a group of related words
that has both a subject and a
predicate. An independent clause
expresses a complete thought and
can stand alone as a sentence. A
dependent clause does not express
a complete thought and cannot
stand alone.
Writer’s Express, Page 79.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Complete several examples of
dependent and independent
clauses as a class and ask
students to identify them and
explain why they are dependent or
independent.
On sentence strips, ask students to
write several dependent clauses.
Collect and write the examples of
each dependent clause on the
board and discuss why they are
dependent.
Assign students to independently
rewrite each dependent clause on
a piece of paper and make each
one a complete sentence by adding
a comma and an independent
clause.

24
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
Prepositional,
Participle and
Appositive
Phrases /
Comma
Usage
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA, ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Student Participation
Teacher Observation
Independent Assignment
Of Learning:
Go to “Use Commas Appropriately”
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Review comma usage rules orally.
Complete several examples of DOL
sentences on the board together.
Writer’s
Express, Write
Source,
Houghton
Mifflin
Company,
Wilmington,
Massachusetts
.
Student assignment: Rewrite the
following paragraphs. Combine
short, choppy sentences to make
smooth ones. Combine them
however you choose, as long as
the meaning stays the same and
your sentences are correct.
There was a barn. It was dusty.
It was made of wood. The wood
was old. The wood was gray. The
nail marks showed signs of rust.
There was an old silo. It stood next
to the barn. It looked tired. It was
every bit as old as the barn.
Just then, Penny appeared.
She appeared in front of the barn.
The animals looked up at her.
They were surprised. Penny never
came into the barnyard. Not at this
time of day.
Writer’s Express, Page 100.

Daily Oral
Language,
McDougal,
Littell &
Company,
Evanston,
Illinois
25
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Conventions: Spelling
717.02.a
Conventional
Rules
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
For Learning:
Student Pretest
Student Self Assessment
Introduce 15 –20 new spelling
words each week from the adopted
5th grade spelling list.
Spelling Lists
Of Learning:
RIT 191-200
RIT 201-210
RIT 211-220
Give a pretest of the new list of
words on Monday. Have students
grade their own pretest as you
write the correct spelling of each
word on the overhead. Students
should say the word together, spell
the word and say the word again.
As you write the correct spelling for
each word, students touch each
letter on their paper with a red
checking pencil, making a dot
underneath each letter. If they
missed a word, they should write
the correct spelling underneath the
misspelled word. Students use this
pretest to study.
Sample Assessment
and Sample Quizzes

Return to Top
Discuss any applicable
conventional rules.
26
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
717.02.a
High
Frequency
Spelling
Words
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Teacher Observation
Student Assignment
Student Self Assessment
Student Participation
Test Assessment
Of Learning:
See Test items above in
“Conventional Rules” row
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Monday: Spelling Pretest (see
above).
Spelling Lists
Tuesday: Put each of the spelling
words for the week on the Word
Wall. As a class, say each word
aloud, clap on the word, snap
finger on each letter as you say
them, and clap on the word again.
Wednesday: Ruler Tap: Teacher
calls out one of the spelling words
for the week from the Word Wall.
Then, without saying anything, tap
several of the letter of that word
and stop. Call on a student to
finish spelling the word correctly.
Each tap of the ruler on the desk
represents one letter. Students
must spell along with you mentally
to finish spelling the word when you
stop.
Thursday: Students complete the
5-Step Spelling Practice
independently.
1. Look
2. Say
3. Cover
4. Write
5. Check
Friday: Test
5 Step
Spelling
Practice
Fry word list
Sitton lists
27
Idaho State Curriculum Guide Language/Writing 5th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
717.02.a
Learning
Continuum
Application of
Rules
(prefixes /
suffixes)
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
For Learning:
Student Participation
Teacher Observation
Of Learning:
See Test items above in
“Conventional Rules” row
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources
Introduce 5-10 new words each
week. Write the word on the board
and ask for student to find the root
word. Then, identify the prefix
and/or suffix.
Month-ByMonth Phonics
for upper
Grades, by
Patricia M.
Cunningham
and Dorothy P.
Hall. CarsonDellosa
Publishing
Company,
1998.
In their journals, students write the
word, underline the root and circle
the prefix and/or suffix.
Tape the words on the wall
(separate from the spelling Word
Wall).
Play SPARKLE:
Call out one of the words. Then,
going down the rows, each student
calls out a letter of the word to spell
it correctly. However, after a
student finished spelling a prefix,
the next student must say “prefix”.
Then, after a student finished
spelling the root, the next student
must say “root”, and after a student
finishes spelling the suffix, the next
student must say “suffix.” The final
students say, “the word, then
SPARKLE” and the next student is
out. Continue playing until only
one student is left.

28
Idaho State Curriculum Guide Language/Writing 5th 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.
28
29
Idaho State Curriculum Guide Language/Writing 5th 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.
Idaho State Standards—5th Grade Writing/Language
Return to Top
669.
LANGUAGE ARTS/COMMUNICATIONS STANDARDS.
01.
Languages and Communications. Language, the gateway to learning, provides our
most powerful and readily available tool to represent the world to ourselves as well as ourselves to the
world. Not only a means of communications, language serves as our primary instrument of thought, a
defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling
students to effectively use language remains one of society’s most significant tasks. Educators, parents, and
communities share responsibility in helping students prepare for productive performance. When students
exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use,
as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong
learning.
29
30
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
02.
Local District Book Lists. Local districts may determine book lists to support the
Language Arts/ Communications Standards. If needed, the State Department of Education’s English
Language Arts Specialist can provide suggested grade-level lists.
715.
720.
LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 5, SECTIONS 716 THROUGH
The samples associated with the content standards are meant to illustrate meaning and to represent possible
areas of applications. They are not intended to be an exhaustive list, but are samples of applications that
would demonstrate learning.
717. WRITING.
Rationale: Students write to demonstrate skill and conventions according to purpose and audience.
Standard - The student
will:
01. Understand and use
the writing process.
Content Knowledge and
Skills:
a.
Understand and apply steps of the
writing process:
Return to Prewriting Skills
- Brainstorm;
Return to Drafting & Revising
- Draft;
- Revise;
Samples of Applications:
i.
Participate in the writing process to share
ideas and create rough drafts.
ii.
Use peer editing and self-revision to
improve a piece of writing.
iii. Publish by preparing a final hard copy or
informally sharing.
- Edit/proofread;
- Publish.
b.
Return to “Appropriate
Format”
Return to “Appropriate Style
and Vocabulary”
02.Write and edit for
correctness and clarity.
c.
a.
Write in a variety of formats to
record, generate, and reflect
upon ideas.
i.
Create learning logs, personal learning
records, notes, and journals.
ii.
Use collected notes to determine a selfselected topic for further study.
Identify and use appropriate style
and vocabulary for audience and
purpose.
i.
Write narratives that relate ideas and
provide context for reader.
ii.
Write an expository piece using topics
across curriculum.
Apply rules and conventions of
the following:
i.
Apply fundamental rules and conventions
for grammar, punctuation, and
capitalization.
ii.
Use dictionaries and spell checkers to
correct spelling errors.
Return to Editing & Proofreading
- Grammar;
Return to Subject-Verb Agreement
- Punctuation;
Return to Noun / Pronoun Forms
- Capitalization;
Return to Noun/Pronoun
Antecedent
- Spelling;
Return to Verb Tenses / Irregular
Verb Forms
- Legibility.
Return to Adjective / Adverb /
Negative Forms
30
31
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Return to Phrases / Clauses
Return to Subject-Predicate / Runons-Fragments
Return to Capitalization
Return to Punctuation
Return to Spelling
b.
Return to Variety of Elements
With support, incorporate a
variety of elements of writing:
i.
Incorporate such targeted skills as
alliteration and figurative language into
writing.
ii.
Use such resources as a dictionary and
thesaurus to develop targeted skills.
i.
Write a paragraph about a cross-curricular
topic.
ii.
Write from personal and practical needs:
messages, diaries, journals, thank-you
notes, friendly letters, and step-by-step
directions.
i.
Include an effective lead/topic sentence.
ii.
Incorporate the following story elements:
plot, characters, setting, and point of view.
- Alliteration;
- Figurative language;
- Personification;
- Vocabulary.
c.
Return to “Details”
Develop a paragraph:
- Incorporate a clear and
focused main idea;
Return to Variety of Sentences
- Support main ideas with
details and examples that are
appropriate to topic,
audience, and purpose;
Return to Sentence Type/Kind
- Use topic sentences,
appropriate word choices,
sentence structure,
transitions, indentation, and
organization.
02. Write a narrative
essay that aligns with
the fourth-grade
Direct Writing
Assessment.
Return to “Composition
Forms”
a.
Create a multiple-paragraph
narrative composition that
includes the following:
- An introductory paragraph to
establish and support a
central idea;
- Supporting paragraphs with
thoughtful transitions, simple
facts, details, and
explanations;
- A concluding paragraph that
summarizes key points;
- Proper indentation.
31
32
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
b.
Return to Variety of
Components
Write and publish original
creative words that incorporate
figurative and descriptive
language.
i.
Produce short stories, narrative essays,
poetry, and plays.
ii.
Incorporate one or more of the following
elements: alliteration, hyperbole, idioms,
similes, metaphors, personification, and
vocabulary.
32
33
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200
RIT 201-210
RIT 211-220
Capitalization
Adjectives,  Capitalize the first word in the
sentence and the first word of a
Titles,
quotation
Sentence
 Verbalize the rule telling which
Beginnings
word in a quotation is always
Return to
Curriculum
Guide




capitalized
Book, movie, TV show, magazine
titles: know which words to and not 
to capitalize

Capitalize first word of a quotation
Distinguish sentences using
quotations that are not capitalized
correctly
Capitalize the first word in the
sentence and the first word of a
quotation
Capitalize the first word in the
sentence, the first word of a
quotation, and proper nouns
Capitalize the beginning of each
sentence in a group of sentences,
including quotations within
sentences



In a quotation, capitalize only the
first word if the sentence continues
past the part identifying the speaker
Compass directions – when to and
not to capitalize them
Full names, including titles
33
34
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Fundamental 
Rules
Return to
Curriculum
Guide


RIT 191-200
Format: Most of the items in this
range require correct identification
of more than one capitalization
error, either missing capitals or
incorrect capitals
Distinguish between common and
proper nouns
Generalize rules of capitalization







Fundamental 
RulesBeginning

Capitalization

Return to
Curriculum
Guide


Capitalize the first word in the
sentence
Capitalize the first word in the
greeting and closing of a letter
Capitalize only the first word in a
sentence without proper nouns
Capitalize the beginning of each
sentence in a group of sentences
Capitalize first word and proper
nouns



RIT 201-210
Format: Most of the items in this
range require correct identification
of more that one capitalization
error, either missing capitals or
incorrect capitals
Format: Longer passages in many
of the items
Generalize rules of when to
capitalize the first word: sentences,
poems, letter greetings
Differentiate between similar
common and proper nouns
Radio and TV station initials
All titles: which words should and
should not be capitalized
Compass directions: when they are
correctly and incorrectly
capitalized
Capitalize the first word in the
greeting and closing of a letter
Capitalize the first word in the
sentence
Capitalize only the first word in a
multi-word greeting or closing





RIT 211-220
Format: Most items also call on
finer distinctions between common
and proper nouns, depending on
how they are used in the sentence
(Mother, my mother)
Format: Sentences contain various
combinations of correctly and
incorrectly used capital letters,
generally relating to use in
quotations, but also first words in
sentences, proper/common nouns,
capitalizing multiple sentences in a
paragraph
All titles: what to capitalize and
what not to capitalize
Generalize capitalization rules
Capitalize only the first word in the
greeting and closing of a letter with
no proper nouns
34
35
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Pronoun “I” 
Return to
Curriculum
Guide
Proper
Nouns
Return to
Curriculum
Guide








RIT 191-200
Identify the sentence not
capitalized correctly (“I” the error)
Identify “I” errors twice in the
same sentence
Places: rivers, mountains,
countries, states, cities,
monuments, buildings, points of
interest
Organizations and government
bodies
People’s full names, including
initials and titles
Identify a “proper noun”
Company and product names
Nationalities and languages
Team names
RIT 201-210










RIT 211-220

Full names, including titles and
initials
Particular places, points of interest,
buildings, monuments
Teams, organization, government
bodies
Countries and continents
Historical events and eras
Companies, stores, products
Classes, schools
Ships
Identify proper nouns



Countries, nationalities, languages
Holidays, special events
Places, rivers, parks, bridges,
monuments…
d. Artistic groups
e. Buildings, businesses,
stores
Writing Composition and Structure
35
36
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Appropriate
Format
Return to
Curriculum
Guide
RIT 191-200
 Use correct letter format

 Develop paragraph with specific
details

Edit paragraph format for fragment and
run-on sentences







Appropriate
Style and
Vocabulary



Return to
Curriculum
Guide




Use strong topic sentences
Plan for strong conclusions
When given a 5-8 sentence
paragraph, edit for off-topic
sentences
When reading a short story choose
the best ending
Choose the correct paragraph that
best explains an action
Focus on imperative sentence
structure
Answer standard questions when
writing a news story


RIT 201-210
Combine sentences into paragraph
structure
Look for patterns of organization in
a paragraph
Order sentences into a concise
paragraph
Give directions in a systematic
order
Use correct business letter structure
Define parts of a research paper
Define purposes of poetry (i.e.
feelings, moods, expressions)
Define paragraph by genre
Identify parts of the newspaper
Focus on exclamatory sentence
structure
Choose the best definition for the
term “topic sentence”





RIT 211-220
Use standard forms of indentation
Review several paragraphs and
choose the best organization
Determine the pattern of
organization in a lengthy passage
Choose best opening paragraph in a
narrative piece of writing
Use of vocabulary of declarative,
imperative, interrogative and
exclamatory terms
36
37
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200
RIT 201-210

Composition
Forms

RIT 211-220
Write limericks
Define composition forms in
lengthy passages
Return to
Curriculum
Guide
Details

Select clear details for paragraph

Edit sentences into multiparagraphs
Determine method of organization
(i.e. order of events, from examples
to main idea, go from main idea to
examples)
Return to
Curriculum
Guide
Variety of
Components

Return to
Curriculum
Guide
Variety of
Elements

Use imagery in poetry
Return to
Curriculum
Guide
Grammar and Usage
37
38
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Adjective
Form
Return to
Curriculum
Guide





RIT 191-200
Use comparatives “bad, worse,
worst” correctly
Use comparatives “more, most”
correctly
Use comparative adjectives (-er, est) correctly
Recognize correctly and incorrectly
used comparative forms
Use adjectives telling “what kind”




RIT 201-210
Use comparatives “less, least”

correctly
Understand the meaning of

comparative adjectives
Identify adjectives used in a

sentence
Recognize correctly and incorrectly
used comparative forms



Adverb
Form
Return to
Curriculum
Guide


Use adverbs telling “when”
correctly
Use comparative adverbs telling
“when”




Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “when”
Use comparative adverbs correctly
Understand the meaning of
comparative adverbs



RIT 211-220
Recognize that adjectives are
words that describe things
Use comparatives “-y, -ier, -iest”
correctly
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
adjective
Understand the use of the
adjective-forming suffix “-al” when
added to nouns ending in “–tion”
(inspiration, inspirational)
Understand that comparative –er
means to compare two things
Understand the correct use of
“good” as an adjective, not an
adverb
Format: Longer sentences, more
difficult vocabulary
Recognize correct and incorrect use
of adverbs, including comparative
adverb forms
Recognize correct and incorrect
comparative adverb forms for
words ending in –ly
38
39
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200
Clauses

RIT 201-210
Understand the intended meaning
of a particular clause

RIT 211-220
Identify the main clause in a
sentence
Return to
Curriculum
Guide
39
40
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”

Irregular
Verb Forms

Return to
Curriculum
Guide
Negative
Forms


Return to
Curriculum
Guide
Noun Forms
Return to
Curriculum
Guide
RIT 191-200
Identify common irregular past
tense forms of verbs
Recognize more difficult irregular
verb forms
Recognize or determine the correct
use of irregular past tense verbs
Recognize the correct use of only
one negative in a sentence: isn’t
any; has no; doesn’t have; haven’t
any













Identify a word as a noun
Identify which is the noun in a
sentence
Recognize the correct plural form
of a noun used in a sentence
Recognize plural nouns needing the
–es ending
Recognize a noun that is not plural
Recognize the irregular plural form
of a noun
Identify which is not a correct
irregular plural noun
Recognize the correct use of a
singular possessive noun







RIT 201-210
Format: Difficulty of vocabulary
increases in this RIT range
Determine which verb to use in
sentences with or without auxiliary
verbs
Recognize the correct use of only
one negative in a sentence: no more
than; hasn’t any
Recognize that two negatives in a
sentence is not Standard English
Use “n’t” contractions correctly
Recognize the correct plural form
of a noun
Understand the meaning of a
singular possessive noun
Recognize the correct irregular
plural form of a noun
Identify which word is not a plural
noun
Recognize the correct use of a
plural noun in a sentence
Distinguish possessive nouns from
contractions
Recognize a collective noun as
being singular, distinguishing it
from plural nouns

RIT 211-220
Identify troublesome irregular
verbs (lie/lay, sit/set, etc.)

Recognize the correct use of
negatives “hardly” and “scarcely”

Recognize which is not a correct
irregular plural noun
Identify a plural possessive noun
Distinguish plural nouns from
singular collective nouns, nouns
that end in ‘s’, and possessive
nouns
Identify a noun that is an idea or a
feeling, not just a person, place, or
thing



40
41
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200

NounPronoun
Antecedent

Return to
Curriculum
Guide

Noun /
Pronoun
Usage
Agreement






Use possessive pronouns correctly:
their, theirs, his, hers, its
Recognize the correct and incorrect
use of she/her as subject or object
Recognize the correct and incorrect
use of “I” in a compound subject or
in a list
Identify the pronoun used to take
the place of names in the objective
case: them
Use reflexive pronouns correctly:
themselves
Recognize the correct use of
“whom” (With whom are you…?)

RIT 201-210
Identify the noun replaced by a
pronoun
Replace more than one noun with
the correct pronouns, matching
gender and type of pronoun:
nominative, objective, and
possessive
Use the correct pronoun in one
sentence to match the number and
gender in another: them
RIT 211-220

41
42
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Phrases

Return to
Curriculum
Guide

RIT 191-200
Understand the meaning of a
phrase telling “why”
Recognize phrases telling “how” or
“where”



RIT 201-210
Vocabulary: prepositional phrase
Identify a prepositional phrase
Recognize a phrase telling “which”



Pronoun
Forms
Return to
Curriculum
Guide




Recognize the correct and incorrect
use of nominative, objective,
possessive, and demonstrative
pronouns
Use objective pronouns correctly in
a complex sentence: Everyone
except ___…
Recognize correct and incorrect use
of “their, they’re, and there”
Use reflexive pronouns correctly:
themselves








RIT 211-220
Recognize what part of the
sentence a prepositional phrase
modifies
Recognize a prepositional phrase
used as an adjective
Recognize the meaning of a verb
phrase
Identify which word in a sentence
is the pronoun
Recognize the correct and incorrect
use of reflexive, nominative,
possessive, and objective pronouns
Understand the meaning of a
pronoun: “all of us” = “we”
Use nominative case pronouns
correctly
Use nominative pronouns correctly
in compound subjects
Recognize the correct and incorrect
use of “I” in a compound subject or
in a list
Recognize the correct and incorrect
use of reflexive pronouns:
themselves, itself, herself,
ourselves
Use indefinite pronouns in a phrase
correctly: “___ of the people
were…” (few, each, one, either)
42
43
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200

Run-on
Sentences &
Fragments

Return to
Curriculum
Guide
Sentence
Structure/
Type/Kind

Return to
Curriculum
Guide







Recognize sentences that are
complete and not complete
Complete sentences with the
correct phrase
Recognize complete sentences
containing only a noun and a verb
Identify a simple sentence
Identify the correct word order to
form a sentence
Identify a group of words as an
incomplete sentence
Identify two sentences with
different word order but the same
meaning
Turn a clause into a complete
sentence





RIT 201-210
Recognize complete and
incomplete sentences (first time
this term appears)
Recognize a group of words as an
incomplete sentence or a question
Identify compound sentences
Identify sentence patterns (some
articles and possessive pronouns
used in short, simple sentences):
noun–verb, noun-verb-noun
Change the word order and keep
the same meaning
Add a phrase to form a complete
sentence
Verbalize what sentence part is
needed to form a complete
sentence: subject, object, adjective,
or subordinate clause







RIT 211-220
Identify sentence fragments
Identify sentence patterns
(sentences with articles, simple
adjectives): noun-verb, noun-verbnoun, noun-verb-verb
Identify a sentence as simple or
compound
Complete sentences correctly with
words or phrases
Recognize sentences with clear
meaning and correct form
Name the part of the sentence
needed to complete a sentence:
adjective to complete the linking
verb
Recognize complete complex
sentences
43
44
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 191-200
Identify the subject of a sentence
Identify a complete sentence where
the predicate is written first
Recognize where to divide a
sentence between the subject and
the predicate
RIT 211-220
Identify the subject of a sentence
Subject &
Predicate


Return to
Curriculum
Guide

Subject/Verb
Agreement

Recognize the correct use of
subjects or verbs in the following
cases:
o Compound subject – linking
verb
o Compound subject – verb
phrase
o Third person singular subject –
main verb
o Plural subject – auxiliary verb
or verb phrase

Recognize the correct use of
subjects or verbs in the following
cases:
o Singular subject – linking verb
o Singular subject – main verb
o Plural subject – linking verb
o Plural subject – auxiliary verb

Recognize the correct use of
subjects or verbs in the following
cases:
o First person singular subject –
main verb
o Identify a singular subject by
recognizing form of the verb in
the predicate

Format: Sentences in this RIT
range often begin with
prepositional or adverb phrases
Recognize that sentences can tell
past, present or future actions
Identify a sentence that tells past
action
Identify a sentence that tells future
action

Sentences have more complex
syntax and phrasing, more difficult
vocabulary
Identify sentences that tell past,
present, or future

Understand that sentences tell past,
present, or future
Identify which sentence tells past
Return to
Curriculum
Guide
Variety of
Sentences
Return to
Curriculum
Guide




RIT 201-210
Name the two main parts of a
sentence



44
45
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Verb
Tenses


Return to
Curriculum
Guide




RIT 191-200
Identify the past tense of a verb
Determine which verb to use in a
question that has an auxiliary verb
at the beginning of the sentence
Recognize or determine the correct
use of regular past tense verbs
Determine the correct verb to use
in a sentence with auxiliary verbs
Tell the meaning of “past tense of a
verb”
Determine the correct verb to use
to tell future actions





RIT 201-210
Understand the tense and meaning
of verbs, replace with similar verbs
of the same tense and meaning
Determine the correct verb tense to
use in a sentence
Determine the correct verb form to
use in a sentence: irregular verbs,
verbs used with auxiliary verbs
Identify present tense verbs
Determine the correct verb phrase
to use in a sentence







RIT 211-220
Determine the correct verb form to
use in a sentence
Identify the verb form not used
correctly in a sentence
Recognize verbs that have the same
form for both present and past
tense
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
verb
Determine which verb to use in a
sentence in which the auxiliary
verb is separated from the main
verb
Understand the meaning of a
complex verb phrase
Determine which verb form is
correctly used in a complex
sentence
Punctuation
45
46
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Appropriate
Marks in
Dialogue

RIT 191-200
Use quotation on both sides of split
direct conversation


RIT 201-210
Use quotations in titles
Use parentheses around nonessential phrases


RIT 211-220
Use quotations in quoted material
Use single quotation inside
quotation marks
Return to
Curriculum
Guide
Dependent
and
Independent
Clauses/
Comma
Usage



Use commas in dependant clauses
Use commas between two main
clauses
Use commas in a compound
sentence

Use commas between two main
clauses in a complex sentence
Use commas after participial
phrases
Use commas after an introductory
adjective phrase
Use commas around appositives

Use commas after participial
phrases in a lengthy paragraph

Use commas between two main
clauses in a compound complex
sentence
Return to
Curriculum
Guide
Prepositional,
Participle and
Appositive
PhrasesComma
Usage



Return to
Curriculum
Guide
46
47
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use
Apostrophes

RIT 191-200
Use apostrophes in pronoun
contractions

Return to
Curriculum
Guide
Use
Appropriate
End
Punctuation


Use correct end punctuation in 810 word sentences
Mark each end punctuation
correctly when writing a multiparagraph friendly letter

Use commas around parenthetical
phrases

Return to
Curriculum
Guide
Use
Commas
Appropriately
Return to
Curriculum
Guide







RIT 201-210
Use apostrophes in possessive
plurals
Use apostrophes with helping verb
and “not”

Identify different meanings of the
same sentence when end
punctuation is changed
Identify incorrect end punctuation
Identify periods when given a
paragraph

Use commas after a direct address
in an imperative sentence
Use commas after participial
phrases in a lengthy paragraph
Use commas in non-essential
parenthetical phrases
Use commas around interrupting
phrases contained within the
sentence




RIT 211-220
Use apostrophes for subject and
helping verb contractions
Identify correct punctuation in a
16-20 word compound sentence
Use correct punctuation when
sentence ends with an abbreviation
Identify correct punctuation in a 57 sentence paragraph
Use commas in a direct quotation
Use commas around non-essential
phrases
47
48
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use
Underlining
in Titles

RIT 191-200
Underline book titles
RIT 201-210


RIT 211-220
Underline movie titles
Underline magazine titles
Return to
Curriculum
Guide
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
Recognize the correct spelling and
use of homographs
Recognize the correct spelling and
use of the contraction “it’s”

Format: Generally more difficult,
commonly misspelled words
48
49
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Application
of Rules
(prefixessuffixes)

Return to
Curriculum
Guide


Conventional 
Rules

Return to
Curriculum
Guide



RIT 191-200
Recognize correct application of
basic spelling rules:
 Change “y” to “i” and add
ending
 Change “f” to “v” and add –
es
 Drop final “e” and add –
ing, -ed, or –ous
Recognize correct and incorrect
spellings of root words with
affixes: un-, -ly, a-, dis-, -able, im-,
mis-, -ful, -ness
Recognize the correct
spelling/pronunciation of words
ending in –th or –the
Format: Many longer words: three
and four syllables
Format: Less frequently used
words
Distinguish the correct spelling of a
word from incorrect versions
Recognize the correct spelling of
“ui” words
Recognize the correct spelling of
“ie” or “ei” words




RIT 201-210
Recognize correctly and incorrectly
applied basic spelling rules when
adding endings or affixes
Recognize when to double final
consonant before adding ending
Distinguish the correct spelling of a 
word from incorrect versions
Identify which word is or is not
spelled correctly
RIT 211-220
Troublesome spelling patterns:
 -ance/-ence
 ei/ie
 -ary/-ery
 plural form of words ending in
“o”
Writing Process
49
50
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Drafting
and
Revising
Skills
Return to
Curriculum
Guide—
Drafting










RIT 191-200
Revise and replace misplaced
modifiers
Use figurative language to describe
Use creative figures of speech
Write to stay on purpose
Use symbolic language
Create a variety of sentences,
simple, compound, and complex
Use phrases and multi-word
modifiers to enhance details
Use adjective and infinitive phrases
Begin topic with strong sentence
starters
Use a variety of genres










RIT 201-210
Use participial phrases in correct
word order
Use of figurative speech in context
Select the best title for a piece of
work
Use precise language
Correct use of transitional
expressions
Use vivid descriptors
Use adverbial clauses in complex
sentences
Avoid run-on sentences
Use sentence variety
Use correct word order when using
adjective phrases









RIT 211-220
Revise syntax for correct order
Use subject-verb agreement
Use a variety of sentences from
simple to complex
Use infinitive phrases to denote
emphasis
Use subordinating clauses
Edit for misplaced modifiers
Combine sentences to make
compound and complex
Use parts of a news story for
complete description of an event
Write strong conclusions
50
51
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Editing and 
Proofreadi

ng
Processes 

Return to
Curriculum
Guide







RIT 191-200
Capitalize royal titles, professional
titles, and personal titles
Use similes for comparison
Identify suffixes
Use slang words for a direct
purpose
Proof for spelling errors
Use commas between city and state
Edit sentence fragments
Use correct return address format
Capitalize government bodies
Use parallelism between subject
and direct object
Use appositives





RIT 201-210
Use capitals in magazine,
newspaper, essay and titles
Use commas in letter closure
Punctuate introductory dependant
clauses
Capitalize inside addresses
Punctuate non-essential
parenthetical phrases with commas




RIT 211-220
Use commas in a series of
participial phrases
Use strong topic sentences with
strong verbs
Use capitals in a letter closure
Use abbreviations in appropriate
places
51
52
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Pre-Writing
Skills
Return to
Curriculum
Guide











RIT 191-200
Select point of view (i.e. I, He,
You)
Choose a mode of writing
Use clear descriptors
List details in outline form
Determine tone and mood
Choose tone by determined
audience
Outline main topic with descriptors
Organize sentences for paragraphs
Create a list of possible word
choices
Select main headings for outline
Choose subject and brainstorm (i.e.
word lists, webbing, free writing)




RIT 201-210
Choose formal or informal
language
Select purpose of paragraph
Choose syntax that illustrates point
of view
Outline expository mode




RIT 211-220
Create comprehensive outlines
Use compound sentence selection
Outline verbiage for imaginative
stories
Categorize using main topic as
guideline
52
53
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
New Vocabulary
Goal
Capitalization
RIT 161-170

Back to top
capital letter, capitalized,
underlined, sentence,
missing words
RIT 171-180

RIT 191-200

direct quotation, proper
noun, place, phrase,
address, magazine
pronoun, name
RIT 181-190

RIT 201-210

closing, book title,
paragraph
greeting, letter, title, note,
list
RIT 211-220

No new vocabulary above last
RIT band.
53
54
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
New Vocabulary
Goal
Writing Composition and
Structure
RIT 161-170

Back to top
poem, letter, story, ad,
statement, command,
question, exclamation,
style, sentence, rhyme,
book, paragraph
RIT 171-180

RIT 191-200


title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition
RIT 221-230

RIT 181-190
missing word, first, ending, 
last, greeting, describe
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
54
55
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
New Vocabulary
Goal
Grammar and Usage
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

subject, predicate,
incomplete sentence, runon sentence, phrase, verb,
plural, question, paragraph,
singular, action word, verb
phrase, clause
RIT 211-220

modifies, main clause,
plural possessive, irregular
verb, simple sentence,
compound sentence,
complex sentence,
compound-complex
sentence
RIT 201-210

RIT 221-230

noun, past tense, wrong,
word order
RIT 181-190
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
55
56
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
New Vocabulary
Goal
Punctuation
RIT 161-170

Back to top
comma, contraction,
punctuate, right mark,
sentence
RIT 171-180

RIT 191-200

quotation marks,
possession, address,
phrase, salutation, colon,
semicolon

RIT 221-230

plural possessive
RIT 181-190
punctuation mark,
exclamation point,
question mark, apostrophe,
period
RIT 201-210

parentheses, hyphen, rough
draft

letter, ownership
RIT 211-220
possessive noun
RIT 231-240

56
57
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
New Vocabulary
Goal
Writing Composition and
the Writing Process
RIT 161-170

Back to top
sentence, letter, picture,
period, capital letter,
misspelled, proofread,
missing word, choose, list,
question, correct order
RIT 171-180

underlined, phrase,
describe, story, question
mark, incomplete sentence,
topics, main topic, outline,
complete sentence
RIT 181-190
comma, initials, compound
sentence, main headings,
punctuation mark, exclamation
point, poem, book report, fairy
tale, directions, advertisement,
mood, catalog

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

57
58
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 191-200
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Basic Grammar and Usage RIT 201-210
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Return
Basic Grammar and Usage RIT 211-220
Return
Return
Return
Return
Return
58
59
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Return
Return
Return
Return
Return
Return
Return
Capitalization RIT 191-200
Return
Return
Return
Capitalization RIT 201-210
Return
Return
Capitalization RIT 211-220
Return
Return
Composing and Writing Process RIT 191-200
Return
Return
Return
59
60
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Composing and Writing Process RIT 201-210
Return
Return
Return
Composing and Writing Process RIT 211-220
Return
Return
Return
Composition Structure RIT 191-200
Return
Return
Return
Return
Composition Structure RIT 201-210
Return
Return
Return
Return
Composition Structure RIT 211-220
Return
Return
Return
Return
60
61
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
Punctuation RIT 191-200
Return
Return
Return
Return
Return
Punctuation RIT 201-210
Return
Return
Return
Return
Punctuation RIT 211-220
Return
Return
Return
Return
Return
61
62
Idaho State Curriculum Guide Language/Writing 5th Grade
©State of Idaho 2003
5th Grade Spelling Words
Return to Curriculum Guide
Other Resources
return
return
return
return
return
return
return
return
return
return
return
62