Download Language Arts Curriculum Guide Template

1
Idaho State Curriculum Guide Language/Writing 9th 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
McRel Alignment
State Standards
ISAT Cut Scores
©State of Idaho 2003
Apply knowledge of grammar, usage, spelling, punctuation, and
capitalization to all state standard required writing: informative,
literary response, critical analysis, persuasion, and research. The
Six Traits of Writing is recommended for writing instruction: ideas,
organization, voice, word choice, sentence fluency (variety) and
conventions (mechanics).
New Vocabulary
Capitalization
State
Standard
and
Benchmark
Composition and Structure
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Grammar and Usage
Sample Assessment
and Sample Quizzes
Writing Composition and the Writing Process
753.01.a
753.01.b
Pre-Writing
Skills
Ess—obj. 5—
Organizational
Strategies
Ess—obj. 10—
Select a topic
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning:
Provide a number of different
brainstorming/pre-writing graphic
organizers in your classroom such as
Venn diagrams, story trees, causeeffect graphs, etc. Assign a variety of
different essays to individual students
(ex. “favorite season, persuasive”;
“compare/contrast two sports”). Have
students select a graphic organizer
and complete their brainstorming
using it. Ask them to explain to you
why they chose the organizer they did
and if it worked for the type of paper
they were writing.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Punctuation
Give each student an index card on
which to do his/her pre-writing.
Have the student color-code the
card with green = big topic, yellow
= main ideas/ facts, and red =
details. (Step Up to Writing©,
Maureen Auman)
After finishing, discuss with
students how to turn each rough
idea into a sentence or series of
sentences.
Family Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
2
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.01.a
Exp—obj. 40—
Revise for topic
development,
etc.
Drafting and
Revising
Skills
753.01.a
753.02.a
Ess—obj. 20—
Legibility/Final
copy
Use Editing
and Proofreading
Processes
Ess—obj. 25—
Proofread for
Conventions
Ess—obj. 30—
Prepare essays
using MLA
format
Ess—obj. 35—
Recognize
editing marks
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Using the attached Revision
Checklist, compare students’ rough
drafts to their final drafts to ensure
that they understand the revision
process. Assess papers using the
attached simple rubric.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Given a rough draft of a newspaper
article with multiple errors (that have
been taught to students) allow pairs
or small groups to serve as copy
editors and submit clean copies,
edited to perfection, ready for
publication.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

Show an example of a draft essay
and a final essay. Discuss the
revision process and show how the
essay has been changed and
improved.
Have students come up to the
overhead projector and underline
ideas/sentences/ etc. that have
become clearer or more detailed.
Select a specific skill that you are
planning to teach regarding
correctness / conventions. Copy a
passage from the internet and add
errors related to the selected skills
(ex., quotation marks in dialogue,
subject verb agreement, etc.).
Working alone first, have students
use editing marks to correct the
passage. Compare with a partner,
and then work through the editing
activity as a class, perhaps on the
overhead projector.
Editing
Symbols
3
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Sample Assessment
and Sample Quizzes
Writing Composition and Structure
753.03.b
Appropriate
Format
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
753.05.b
753.05.c
Variety of
Formats—
persuasive
writing
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Return to Top
For Learning:
Give pairs of students yellow
highlighters. Students should take out
the research/expository essay draft
that they’ve been working on, and
together, highlight the topic
sentences/main points of each other's
essays. If these sentences are
unclear or missing, students should
fix these problems before turning in
their final drafts.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
On overhead sheets, show an
example of various writing forms—
letters, poems, persuasive writing,
descriptive writing, narrative writing,
expository writing, how-to (technical),
recipes, schedules, myths, etc. Have
students identify each format
correctly on a sheet of paper. Discuss
at conclusion of activity.
Of Learning:
See Composition Forms for Sample
Test Items
Copy and paste interesting, multiparagraph stories from the internet into
a word document. Include 3-5 examples
at varying reading levels. Delete
paragraphing so that each document is
just one BIG paragraph. Initially, group
students homogenously at their reading
level, and have them discuss where the
paragraphs should go. Then, group
students so that each group has
representative(s) from all reading
levels. Have students “teach” their new
group where their paragraphs should be
placed.
Create a list of scenarios:
complaining about a faulty product,
inviting someone to a party,
deciding what to buy at the grocery
store, convincing your father to let
you go on a ski weekend with
friends, etc. Give students lists of
possible formats, including letters,
journals, schedules, lists, etc. and
have them match scenario to
format.
Sample
Resources

4
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.01.c
753.04.c
Appropriate
Style and
Vocabulary
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Have students select a topic from a
basket (golf, dogs, school lunch, my
favorite teacher, sledding, etc.) When
they have decided on a topic they
like, ask them to write a paragraph
about the topic that includes at least
one of each type of sentence. You
can grade this assessment by giving
an equal number of points to each
type (2.5 pts. each for a 10 point
assignment) as well as having them
self-assess for effective sentence
fluency using a 6 Traits rubric
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Introduce concept of sentence
types: exclamatory, declarative,
interrogative, imperative. Cut a
variety of sentences from an essay
or story into sentence strips. In
pairs, have students identify
different types by name as you
read them. As students answer
correctly, add up class points on
the overhead or chalkboard. Do
this activity each day for 3-5 days
and see if entire class can beat
their own class score each day.
Of Learning:
Learning
Continuum
753.05.a
Variety of
Elements
Teacher
Observable
DWA
ECA
ISAT
For Learning:
Before turning in a final copy of an
essay, have students self-assess for
effective elements of writing.
Make overhead transparencies of
two essays—one poorly written and
one very well written (Please do not
use papers from students in the
class—anonymous copies are
more helpful.) Pass out a Six Traits
rubric and have students assess for
various elements of writing in both
essays.
Sample
Resources

5
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.02.b
753.03.a
753.04.b
753.04.c
Relevant
support to
inform /
explain—
Details
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Give students a sample essay with
various sentences underlined. As an
assessment, students should identify
each underlined sentence as a thesis
statement, topic sentence, supporting
detail, or concluding sentence.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Students often either leave out
details altogether, or they list them
randomly without organizing them
into focused paragraphs. To avoid
this problem when writing
paragraphs or essays with
supporting details, color code
writing. Have students highlight
their thesis sentence in green. This
is the big idea. Have them highlight
their topic sentences or organizing
sentences in yellow. Have them
highlight details/fact/ examples in
pink. Essays should follow this
clear format. See example.
Sample
Resources

6
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.03
(information-technical)
753.04
(literary
response)
753.05
(critically
analyze /
persuade)
754.06
(research)
754.06.c
(technical)
Composition
Forms
(State
Standards
indicate that
students
should write
to present
information,
for literary
response, to
critically
analyze and
persuade,
and to
present
research)
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Have students write a short research
paper on a topic of their choosing, but
an organizational method of your
choosing (compare/contrast, cause/
effect, problem/solution, etc.). Assess
the paper using the Six Traits
technical rubric.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Select various composition forms
(expository, research, persuasive,
descriptive, poetry, narrative, etc.)
On overhead transparencies, copy
single paragraphs from these
various forms. Go through multiple
examples having students identify
the “type” of composition form.
After students have an
understanding of each form, assign
each small group a different type of
composition form. The group
should write a paragraph that
clearly illustrates that form on
overhead film. As groups share
their paragraphs, their classmates
should identify the type of
composition form used.
Sample
Resources

7
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.02.b
753.04.b
Variety of
Components
753.04.a
Compare,
Contrast, and
Synthesize
Ideas
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
DWA
Teacher
Observable
Sample Assessment
and Sample Quizzes
For Learning:
Give each student a copy of a
story/essay without any
paragraphing. (Differentiate for
reading level). Have students
individually mark where paragraphs
should be added, and then write a
brief narrative explanation of why
they added paragraphs where they
did.
Of Learning:
RIT 201-210 (Develop Paragraphs)
RIT 211-220 (Develop Paragraphs)
RIT 221-230 (Develop Paragraphs)
For Learning:
After reading two short stories with
the same time period/geographical
region/ general plot, etc. Assign each
student an element / idea to focus on
such as setting, characters, plot,
community, etc. Have student
complete a Venn diagram noting
similarities and differences in the two
stories. Then, students can use their
Venn diagram to write a paragraph
comparing and contrasting the
elements/ideas.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Acquire copies of essays/ stories at
a variety of reading levels (perhaps
from the Internet). On the
computer, delete all paragraphing
so that each piece is one long
paragraph. Using the appropriate
editing symbol (¶), have students
discuss where paragraphs should
be added. For more challenge, give
some students copies with multiple
speakers and dialogue.
Integrate this standard with the
students’ literature instruction or
learning from another subject area.
For example, after reading Martin
Luther King’s “I Have a Dream”
speech, have students read about
the mood of America during the
Civil Rights era or the actions of
Malcolm X or Rosa Parks. Have
the students use this new
information to provide insight about
why he made the statements that
he did. (Ex. “…the Negro lives on
a lonely island of poverty in the
midst of a vast ocean of
material prosperity.”
Sample
Resources

8
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.06.a
753.06.b
Gather,
Synthesize,
and
Communicate
Research
Findings
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Research
Project,
Teacher
Observable
Sample Assessment
and Sample Quizzes
For Learning:
Present the projects that students
completed in the “teaching strategy”
of this standard. Assess students’
products using a rubric
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Give each student a stack of 10
index cards or paper squares.
Color-code the cards by having
students draw a small circle/star in
the top corner of each one. Make 1
green, 3 yellow, and 6 red. Give
student pairs an assignment for a
topic of study that ties into the
current unit. For example, if your
unit focuses on “Endangered
Species,” provide multiple topics of
different animals. Have students
write their “big topic” on the green
card. On the yellow cards, they
should put in three general areas
that they plan to research (this may
be decided on by the class). Then,
students must research facts and
details and put those on the red
cards—two per yellow card. When
finished with the research, students
can create a PowerPoint or write a
short paper using the cards to help
them organize their ideas.
Sample
Resources

9
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Grammar and Usage
753.02.b
753.02.a
Variety of
Sentences
Learning
Continuum
and other
Performance
Assessments
Return to Top
Learning
Continuum
Teacher
Observable
DWA
ECA
Sample Assessment
and Sample Quizzes
Sentence
Structure /
Type / Kind
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Minimum
Hours
Allotted
Sample Teaching
Strategy
http://www.ncte.org/positions/grammar.shtml
For Learning:
Copy 5-10 sample paragraphs. As an
assessment, assign students to
individually rewrite two of the
paragraphs, but change the tense to
past, present, or future. Make sure
students have the opportunity to do at
least two different types.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
753.02.b
Sample
Sequence
©State of Idaho 2003
For Learning:
Provide a list of topics for students to
choose from on concepts that they
may have experience with. Have
students choose two of the topics and
write two paragraphs, each
containing a simple, compound, and
complex sentence. For advanced
students, have them include a
compound/complex sentence. Show
example.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Put students in groups of three and
give each group a scenario such as
describing a boating trip. Have one
student write a paragraph as if the
trip had happened in the past, one
write it in present, and one write
about the boating trip happening in
the future. Then, have groups
exchange, identify the samples as
past, present, or future, and write a
short explanation of what makes
sentences past, present, or future.
Teach students an easy pattern for
structure of simple, compound, and
complex sentences. See example.
Have them practice writing the
various types on individual-sized
marker boards.
Sample
Resources

10
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
753.02.a
Subject-verb
agreement
Ess—Obj. 65—
Subject/Verb
Agreement
Teacher
Observable
DWA
ECA
ISAT
Noun Forms
Pronoun
Forms
Teacher
Observable
ISAT
ECA
DWA
Learning
Continuum
753.02.a
753.02.a
Learning
Continuum
and other
Performance
Assessments
Exp—Obj. 70—
Pronoun Forms
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Give three separate paragraphs for
students to edit—one with simple
subject verb agreement errors, one
with subject-verb agreement errors
after prepositional phrases, and one
with subject-verb agreement errors
after the words “each” or “every.”
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Give students a paragraph with
multiple “noun form” errors—plurals,
possessives, etc. Students should
individually identify the errors using
appropriate editing marks.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Give students a paragraph or essay
with pronouns used incorrectly. Have
students make corrections using
editing marks. Then, add this to the
conventions you check when you
assess papers.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
http://www.dailygrammar.com/0
91to095.html
Display a paragraph on the
overhead that includes noun form
errors, and have students rewrite
the paragraph correctly. Continue
working on noun forms until all or
most of the students master it.
Make copies of a handout that
summarizes pronoun case rules.
(One such handout can be found at
http://owl.english.purdue.edu/hand
outs/grammar/g_proncase.html).
Review one or two rules per day
and have students write sentences
that reflect these rules.
Sample
Resources

11
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.02a
Verb Tenses
753.02.a
Irregular Verb
Forms
Ess—Obj. 80—
Irregular Verbs
Learning
Continuum
and other
Performance
Assessments
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Teacher
Observable
DWA
ECA
ISAT
For Learning:
Pass each pair of students five pieces
of labeled paper attached. Have
students select one of these choices
for each item on the assessment and
write it on the page. Then, give one
form of a word such as ridden.
Whichever form they have selected,
they should write a sentence on their
paper using the correct form of the
word. (ex. We rode motorcycles
across the desert—simple past). Go
to
http://www.chompchomp.com/ten
se1/tense1.htm for complete
resource.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Give students a complete list of
irregular verb forms. Split the list
into 5 separate sections and review
one section each day for a school
week. At the beginning of each
class, allow students to work in
pairs to complete a short quiz over
words previously taught. This is an
excellent topic to return to
periodically during the year when
you have extra time at the end of a
class period to practice a skill.
Sample
Resources

12
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.02.a
Ess—Obj. 75—
Adjectives/Adv
erbs
Adjective
Forms
753.02.a
Adverb
Forms
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Ess—Obj. 75—
Adjectives/Adv
erbs
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Have students select an object or
place from the classroom or school.
Then, they should describe it, making
sure to use all three forms of
adjectives—positive, comparative,
and superlative. (red, redder,
reddest). Have them underline their
adjectives and label them as P, C, or
S).
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Give individual students the attached
assessment. They should be able to
generalize rules surrounding adverb
forms and give original examples that
demonstrate the differences. See
example.
Of Learning:
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Review the comparative and
superlative forms of adjectives.
Note how comparative words end
in -er and superlative words end in
-est, unless they are changed by
more or most.
Also, go to
Adjectives Lesson Review at
http://www.teachers.net/lessons/po
sts/1410.html
Using direct instruction, teach
students that adverbs tell where,
when, how, or in what manner, and
describe verbs, adjectives, and
other adverbs. Once students have
a beginning understanding, put
pictures on overhead
transparencies. Have them
describe the action in the pictures
with adverbs. Once they have a list
of –ly verbs, have them begin to
add adverbs like “really,” “very,”
and “quite,” to describe the adverbs
and adjectives that have been
brainstormed.
Sample
Resources

13
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.02.a
Negative
Forms
753.02.a
Phrases
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Provide a dialogue to students where
the speakers use negative forms
incorrectly. Students should revise
the dialogue, correcting the negatives
errors.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Tell students to imagine that they
have just been given a hundred dollar
bill, and they can only keep it if they
hide it well enough in the school. In
writing, they should create a
description of where they would hide
the money. Their description should
include at least ten prepositional
phrases, and students should draw a
yellow box around each phrase.
Finally, they should make sure that
they’re writing complete sentences
and not just phrases/fragments.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resources

From the Internet, copy a
paragraph that students will find
interesting. Then, edit it to include
negative forms used incorrectly.
Students should correct the
paragraph by editing sentences for
double negatives, etc..
Pass out an alphabetized list of
prepositions. After students have a
beginning understanding of
prepositions, model how to find
prepositional phrases in sentences.
Have student pairs locate and draw
a yellow box around all
prepositional phrases in a list of
sentences. Then, have students
think about the role each
prepositional phrase plays by
identifying what word(s) the
prepositional phrase modifies.
Preposition
Enrichment:
I--Beginning
2--Intermediate
3--Advanced
14
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
753.02.a
Teacher
Observable
DWA
ECA
ISAT
Clauses
753.02.a
Noun /
Pronoun
Antecedent
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Ess—Obj. 65—
Pronoun/
Antecedent
Agreement
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
In groups of 5, students will write five
clauses on separate sentence strips
that all relate to a specific topic like
“school dances.” Each group should
focus on a different topic. Then, they
will pass their clauses to a different
group. Each group will then highlight
the subject pink and the verb green.
Finally, they will see how many ways
they can combine the clauses to
make a variety of complex and
compound/complex sentences.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Give students a paragraph with
unclear noun/pronoun agreement
errors. Have students rewrite and
rearrange sentences in order to make
pronoun-antecedent agreement clear
to the reader.
Of Learning:
RIT 201-210
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Have students select a sentence
strip with a clause on it. With a
partner, they should add another
clause to the sentence and indicate
whether each clause is dependent
or independent.
Have students generate and
memorize the personal pronoun
chart. (add) Make an overhead
transparency of sentences that
contain nouns but have only a
blank where the pronoun that
replaces the noun should be (Jerry
walked ____ dog back home).
Have students identify all personal
pronouns that could fit in the blank
and identify where the word fits on
the personal pronoun chart. Then,
have pairs of students create their
own “worksheets” on overheads
and lead the class in identifying the
correct pronouns to match the
antecedent.
Sample
Resources

15
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.02.a
Ess—Obj. 50—
Subjects,
Predicates, etc.
Subject and
Predicate
753.02.a
Run-ons and
Fragments
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Ess—Obj. 85—
Run-ons and
Fragments
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Giving students a list of sentences.
have them replace the complete
subjects with pronouns and underline
the complete predicate.
For Learning:
Select articles at varying reading
levels from LiLI, BigChalk, Ebsco, or
another online media library. Edit the
articles so they contain sentence
errors: run-ons, fragments, and
comma splices. Students should
correct the errors as if they are copy
editors preparing an article to go to
print.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
The complete subject of a sentence
usually can be replaced with a
personal pronoun, He, She, It, or
They, leaving the predicate in full
view (ex. 1) The girl in the red
velvet dress played on the
swings—SHE played on the
swings. 2) A chilling rain fell all
through the night—IT fell all
through the night.) Have students
use this strategy as they begin to
learn the concept.
After defining run-ons, fragments,
and comma splices, make multiple
lists of them and copy to
transparencies. Give one to each
group. Have students take turns
identifying the type of error a
sentence represents and then
correcting the sentence. The work
should clearly have the handwriting
of each student in the group. Then,
have each group stand at the
overhead and teach the rest of the
students what they learned.
Sample
Resources

16
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Conventions: Capitalization
753.02.a
Ess—Obj. 60—
Capitalization
Fundamental Rules:
Beginning
Capitalization
753.02a
Capitalization:
Adjectives &
Titles
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment
and Sample Quizzes
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Minimum
Hours
Allotted
Sample Teaching
Strategy
Return to Top
For Learning:
The attached rubric describes a
group project menu that students will
turn in when they have completed all
capitalization skills. See other
sections of this guide for additional
types of capitalization students
should master.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Ess—Obj. 60—
Capitalization
(Duplicate)
Sample
Sequence
©State of Idaho 2003
For Learning:
The attached rubric describes a
group project menu that students will
turn in when they have completed all
capitalization skills. See other
sections of this guide for additional
types of capitalization students
should master.
Of Learning:
See Test Items in Next Row
There are many excellent sources
online for handouts on
capitalization rules such as
writersweb.com and the Purdue
OWL. During your capitalization
unit, introduce a few rules each day
and have students include those in
a “menu project.” In small groups,
assign each member to a section of
the menu: beverages, appetizers,
entrees, and desserts. Students
should make sure and demonstrate
their knowledge of “beginning
capitalization rules” in their section
of the menu.
During your capitalization unit,
introduce a few rules each day and
have students include those in a
“menu project.” In small groups,
assign each member to a section of
the menu: beverages, appetizers,
entrees, and desserts. Students
should make sure and demonstrate
their knowledge of when to
capitalize adjectives, titles, and
sentence beginnings.
Sample
Resources

17
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.02a
Ess—Obj. 60—
Capitalization
(Duplicate)
Capitalization:
Proper Nouns
753.02a
Capitalization:
Fundamental
Rules
Ess—Obj. 60—
Capitalization
(Duplicate)
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
The attached rubric describes a
group project menu that students will
turn in when they have completed all
capitalization skills. See other
sections of this guide for additional
types of capitalization students
should master.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
The attached rubric describes a
group project menu that students will
turn in when they have completed all
capitalization skills. See other
sections of this guide for additional
types of capitalization students
should master.
Of Learning:
See Other Test Items in this Section
of Guide
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
During your capitalization unit,
introduce a few rules each day and
have students include those in a
“menu project.” In small groups,
assign each member to a section of
the menu: beverages, appetizers,
entrees, and desserts. Students
should make sure and demonstrate
their knowledge proper noun
capitalization.
During your capitalization unit,
introduce a few rules each day and
have students include those in a
“menu project.” In small groups,
assign each member to a section of
the menu: beverages, appetizers,
entrees, and desserts. Students
should make sure and demonstrate
that they are aware of words that
should not be capitalized.
Sample
Resources

18
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Conventions: Punctuation
753.02.a
Ess—Obj. 55—
Punctuation
Teacher
Observable
DWA
ISAT
ECA
Use Appropriate End
Punctuation
753.02.a
Use Commas
Appropriately
Learning
Continuum
Ess—Obj. 55—
Punctuation
(Duplicate)
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:
House for sale flyer (punctuation
unit)—see attached rubric.
Of Learning:
RIT 201-210
RIT 211-220
For Learning:
House for sale flyer (punctuation
unit)—see attached rubric.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Review a few punctuation rules
each day for no more than 10-15
minutes (end marks, apostrophes,
colons, semicolons, underlining,
quotation marks, commas). In the
punctuation unit, students will
create a flyer for a house for sale
including pictures of at least two
rooms and the exterior. They
should three descriptive
paragraphs for each of the
following: exterior of the house,
interior of the house, and
yard/landscaping. The final product
should fit neatly on a page and
student should use end punctuation
correctly. (See Assessment for
Learning)
In the punctuation unit, students
will create a flyer for a house for
sale including pictures of at least
two rooms and the exterior. They
should three descriptive
paragraphs for each of the
following: exterior of the house,
interior of the house, and
yard/landscaping. The final product
should fit neatly on a page and
student must show correct use of
commas. (See Assessment for
Learning)
Family Links:
19
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.02a
Use Apostrophes
753.02a
Appropriate
Marks in
Dialogue
753.02.a
Use
underlining
for titles
Ess—Obj. 55—
Punctuation
(Duplicate)
Ess—Obj. 55—
Punctuation
(Duplicate)
Ess—Obj. 55—
Punctuation
(Duplicate)
Learning
Continuum
and other
Performance
Assessments
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
House for sale flyer (punctuation
unit)—see attached rubric.
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning:
House for sale flyer (punctuation
unit)—see attached rubric.
Teacher
Observable
DWA, ISAT
ECA
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210 (Enclosing Punctuation)
RIT 211-220 (Enclosing Punctuation)
For Learning:
After teaching the concept of quotes
vs. underlining in titles, have groups
of students search for titles that would
be either underlined or in quotation
marks. They should write the titles
correctly on the attached list.
Of Learning:
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
In the punctuation unit, students
will create a flyer for a house for
sale including pictures of at least
two rooms and the exterior. They
should three descriptive
paragraphs for each of the
following: exterior of the house,
interior of the house, and
yard/landscaping. The final product
should fit neatly on a page and
student must use apostrophes
correctly in possessives and
contractions. (See Assessment for
Learning)
In the punctuation unit, students
will create a flyer for a house for
sale including (on the back) a
sample conversation between a
buyer and the seller. Student
should show mastery of
punctuation used in dialogue,
including quotation marks,
commas, and end marks. (See
Assessment for Learning)
Bring in examples of media titles
that should be in quotes (poems,
chapter titles, magazine and
newspaper articles, etc), and those
that should be underlined (movies,
books, magazines, newspapers,
etc.) Have students groups write
simple rhyming poems that they
can learn (as a mnemonic device)
to help them remember which is
which.
Sample
Resources

Family Links:
20
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
753.02a
753.02.b
Ess—Obj. 55—
Punctuation
(Duplicate)
Comma
Usage:
Dependent
and
Independent
Clauses
753.02a
Comma
Usage:
Prepositional,
Participle and
Appositive
Phrases
Ess—Obj. 55—
Punctuation
(Duplicate)
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
House for sale flyer (punctuation
unit)—see attached rubric.
Of Learning:
See Test Items Under Commas
For Learning:
House for sale flyer (punctuation
unit)—see attached rubric.
Of Learning:
See Test Items Under Commas
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
In the punctuation unit, students
will create a flyer for a house for
sale including pictures of at least
two rooms and the exterior. They
should three descriptive
paragraphs containing at a
minimum two compound sentences
and two complex sentences,
correctly punctuated. (See
Assessment for Learning)
In the punctuation unit, students
will create a flyer for a house for
sale including pictures of at least
two rooms and the exterior. They
should three descriptive
paragraphs containing at a
minimum one appositive and one
prepositional phrase, correctly
punctuated. (See Assessment for
Learning)
Sample
Resources

21
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Conventions: Spelling
753.02.a
High
Frequency
Spelling
Words
753.02a
Spelling:
Conventional
Rules
Learning
Continuum
Sample Assessment
and Sample Quizzes
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

Return to Top
Teacher
Observable
DWA
ISAT
ECA
For Learning:
For spelling words each week,
provide students with a quiz with
three-four possible spellings. They
should cross out all misspellings and
circle the correct spelling for each
weekly word, and then write a short
paragraph on an assigned topic
where they use some of their spelling
words in writing a passage. Sample
Quiz
Learning
Continuum
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
When students edit their own essays,
have them go through the “Spelling
Rules of Value” handout and circle
any words they suspect might be
misspelled.
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
©State of Idaho 2003
Of Learning:
See Test Items Under High
Frequency Words
Since students are often asked on
standardized test to identify a word
spelled incorrectly from a list, the
following game is not only fun, but
also great practice. Each week, list
all spelling words on the
chalkboard. As a five-minute
practice each day, have students
put their heads down on their
desks. Misspell one word. Have
each student time his or herself as
he/she identifies which word is now
misspelled. Correct spelling and
continue with other words on the
list.
Give all students a copy of the
“Spelling Rules of Value” from the
resources column. As you
introduce rules, there are many
different activities you can do with
students from
http://www.educationworld.com/a_lesson/02/lp28201.shtml Focus on rules for -ance/ence, ei/ie, -ary/-ery,
plural form of words ending in “o,”
and homonyms.
Spelling
Rules of
Value
22
Idaho State Curriculum Guide Language/Writing 9th Grade
State
Standard
and
Benchmark
753.02a
Spelling:
Application of
Rules
(prefixes /
suffixes)
Local
Curriculum
Learning
Continuum
and other
Performance
Assessments
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
For each week’s spelling test, require
students to change as many of the
week’s words into new words with
suffixes or prefixes as they can. This
could be a bonus assessment or a
required challenge for grade level and
above spellers.
Of Learning:
See Test Items Under High
Frequency Words
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
When introducing spelling words
for the week, have students identify
any words that can have affixes
attached to them, and have
students list all the different words
that they can think of, spelled
correctly. (ex., “contrast” =
contrasted, contrasting OR
“express” = expressive, expressing,
expressed, etc.)
Sample
Resources

23
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Idaho State Standards –Writing/Language: 9th-12th Grade
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.
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.
751.
LANGUAGE ARTS/COMMUNICATIONS STANDARDS – GRADES 9 THROUGH 12
The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of application. They
are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
753. WRITING.
Standard - The student will:
01. Understand and use the
writing process.
a.
Return to Pre-Writing Skills
Return to Drafting / Revising
Skills
Content Knowledge and Skills:
Demonstrate steps of the writing process:
- Brainstorm;
- Draft;
- Revise;
- Edit;
- Publish.
i.
Samples of Applications:
Participate in writing workshops to share
ideas, respond to drafts, and provide
constructive feedback.
Return to Editing / Proofreading
b.
Write in order to generate, record, and reflect
upon ideas.
i.
Create learning logs, personal learning
records, laboratory reports, notes, and
journals.
c.
Evaluate and choose appropriate style and
vocabulary for particular audience.
i.
Write editorial, persuasive essays,
workplace documents, and/or business
letters.
a.
Apply rules and conventions of the following:
- Grammar;
- Punctuation;
- Capitalization;
Spelling.
i.
Use the Direct Writing Assessment Scoring
Standard, checklist, and/or handbook to
guide proofreading.
Participate in peer editing process
including such skills as the following:
 Adverb clauses and phrases.
 Using progressive verb forms.
 Capitalizing historical periods and
events using colons before extended
quotations.
Return to Pre-Writing Skills
Return to Appropriate Style and
Vocabulary
02.Write and edit for correctness
and clarity.
Return to Basic Grammar and
Usage Section
Return to Capitalization Section
Return to Punctuation Section
Return to Spelling Section
Return to Editing / Proofreading
ii.
24
Idaho State Curriculum Guide Language/Writing 9th Grade
b.
Formulate purpose, thesis, relevant support,
and focused paragraphs:
- Use topic sentences, appropriate word
choices and sentence structure,
parallelism, transitions,
paragraphing, indentation, organization, and
documentation of sources;
- Choose tone, voice, style, mood, and
persona appropriate for different purposes,
disciplines, and audiences.
i.
a.
Incorporate facts, data, and processes from
technical and non-technical materials into
writing.
i.
Use such resources as newspapers,
magazines, manuals, and literary works.
b.
Choose appropriate format to inform and
explain.
i.
a.
Compare, contrast, and synthesize ideas
and techniques from a variety of literatures
and Fine Arts that represent many cultures
and perspectives.
i.
Produce memos, letters, resumes,
applications, manuals, instructions, outlines,
collaborative reports, pamphlets, graphs,
charts, and news articles.
Write interpretations of critiques; compare
and contrast literary works.
Return to Details
Return to Variety of
Components
Return to Variety of Sentences
Return to Sentence Structure /
Type / Kind
03.Write to inform and explain.
©State of Idaho 2003
Return to Details
ii.
iii.
iv.
v.
Write business documents, personal
letters, letters to the editor, and essays.
Write thank-you notes.
Write an introduction for a speaker.
Write a sample eulogy.
Write a laboratory or scientific report.
Return to Composition Forms
Return to Use Appropriate
Format
04.Write for literary response
and expression.
Return to Composition Forms
Return to Details
Return to Compare/Contrast/Synthesize Ideas
b. Formulate a thesis and supporting evidence
as appropriate.
i.
Write an evaluative essay of a favorite book
or movie.
c.
i.
Produce short stories, essays, poetry, and
plays.
Incorporate metaphor, simile,
personification, alliteration, and imagery.
Return to Variety of
Components
Return to Details
Write and publish original creative works
using figurative and descriptive language.
Return to Appropriate Style /
Vocabulary
05.Write to critically analyze and
evaluate.
ii.
a.
Analyze and evaluate for the following:
- Purpose;
- Ideas;
- Style;
- Structure;
- Effectiveness.
i.
Use personal, peer, and professional
writing, current events, visual and
performing arts, advertising, and
political/civic discourse.
b.
Formulate thesis and select appropriate
supporting evidence to persuade or inform a
specific audience.
i.
Present an effective argument using the
principles of persuasion (appeals to
authority, logic, or emotion).
i.
ii.
iii.
iv.
Produce a critique, review, proposal, or
editorial.
Explain personal perspective related to the
arts or another cultural perspective.
Defend a personal opinion.
Explain a consumer choice.
Express a political perspective.
Present a solution to a workplace related
problem.
Return to Composition Forms
Return to Variety of Elements
Return to Variety of Formats
c.
Return to Variety of Formats
ii.
25
Idaho State Curriculum Guide Language/Writing 9th Grade
06.Write to gather, synthesize,
and communicate research
findings.
a.
Use and document a variety of technological
and informational resources:
- Avoid plagiarism through proper
paraphrasing, quoting, and citation;
- Consider motives, credibility, and
perspectives of authors when selecting
source materials;
- Formulate thesis or focus and relevant
support.
i.
Produce news articles, individual and
collaborative reports, brochures, proposals,
critiques, and multimedia presentations.
b.
Present research findings.
i.
Write a research paper.
c.
Generate clear, concise, and informative
technical documents.
i.
Create reports, memos, brochures, charts,
graphics, resumes, proposals, and/or
advertising.
Return to Composition Forms
Return to Gather, Synthesize,
Research
Return to Gather, Synthesize,
Research
Return to Composition Forms
©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.
26
Idaho State Curriculum Guide Language/Writing 9th Grade



©State of Idaho 2003
The student demonstrates a comprehensive understanding of all relevant information relevant to
the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above his/her
grade level.
The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all
major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information relevant to the topic, at
level.
The student can perform skills or processes independently without any significant errors.
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.
27
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
Capitalization
Adjectives &
Titles
Return to
Curriculum
Guide





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
In a quotation, capitalize only the
first word if the sentence continues
past the part identifying the speaker
All titles
28
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Fundamental
Rules
Return to
Curriculum
Guide
Fundamental
RulesBeginning
Capitalization
Return to
Curriculum
Guide



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




RIT 221-230
Format: Sentences contain
various combinations of
correctly and incorrectly used
capital letters, generally
relating to use in quotations,
but also first words in
sentences, and proper/common
nouns
Distinctions between common
and proper nouns, depending
on how they are used in the
sentence (Mother, my mother)
Generalization of capitalization
rules – classifying types of
nouns that should be capitalized
When to capitalize family
relationships
29
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Proper Nouns

Return to
Curriculum
Guide








RIT 201-210
Full names, including titles and
initials
Particular places, points of
interest, buildings, monuments
Teams, organization,
government bodies
Countries and continents
Historical events and eras
Companies, stores, products
Classes, schools
Ships
Identify proper nouns





RIT 211-220
Countries, nationalities, languages
Holidays, special events
Places, rivers, parks, bridges,
monuments…
Artistic groups
Buildings, businesses, stores


Return to
Curriculum
Guide







Combine sentences into paragraph 
structure

Look for patterns of organization in
a paragraph

Order sentences into a concise
paragraph
Give directions in a systematic
order
Use correct business letter structure
Define parts of a research paper
Define purposes of poetry (i.e.
feelings, moods, expressions)
Define paragraph by genre
Identify parts of the newspaper






Writing Composition and Structure
Appropriate
Format

Use standard forms of indentation
Review several paragraphs and
choose the best organization
Determine the pattern of
organization in a lengthy passage
RIT 221-230
Full names, professional and
family titles
Holidays and special events
Nationalities, languages,
countries, continents
Towns, cities, particular
geographic locations (___
Valley, Mt. ___)
Organizations, clubs, teams,
groups
Classes, courses
Religions
30
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Appropriate
Style and
Vocabulary


RIT 201-210
Focus on exclamatory sentence
structure
Choose the best definition for the
term “topic sentence”


Return to
Curriculum
Guide
Composition
Forms

RIT 211-220
Choose best opening paragraph in a
narrative piece of writing
Use of vocabulary of declarative,
imperative, interrogative and
exclamatory terms

Write limericks
Define composition forms in
lengthy passages

Select clear details for paragraph

Edit sentences into multiparagraphs
Determine method of organization
(i.e. order of events, from examples
to main idea, go from main idea to
examples)
Return to
Curriculum
Guide
Details
RIT 221-230
(221-230)
 Select sentences that support topic
sentences
 Select sentences that support
conclusion
 Identify all four sentence forms
within a lengthy paragraph
(231-240)
 Find the four sentence types within
a given paragraph
Return to
Curriculum
Guide
Variety of
Components

Return to
Curriculum
Guide
(221-230)
 Identify topic sentence when it is
not the first sentence of the
paragraph
(231-240)
 Edit sentences to create complete
paragraphs
31
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Variety of
Elements
RIT 211-220
RIT 221-230
(221-230)

Determine mode by reading a
lengthy passage
Return to
Curriculum
Guide
Variety of
Formats
Return to
Curriculum
Guide
Grammar and Usage
(221-230)
 Write in
the persuasive mode
32
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Adjective
Form
Return to
Curriculum
Guide




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



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
RIT 221-230
(221-230)
Recognize that adjectives are
words that describe things
 Recognize correctly and incorrectly
used comparative forms, use tricky
Use comparatives “-y, -ier, -iest”
context clues to determine correct
correctly
use
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
adjective
Understand the use of the
adjective-forming suffix “-al”
when added to nouns ending in “–
tion” (inspiration, inspirational)
Understand that comparative –er
means to compare two things
Understand the correct use of
“good” as an adjective, not an
adverb
Format: Longer sentences, more
difficult vocabulary
Recognize correct and incorrect use
of adverbs, including comparative
adverb forms
Recognize correct and incorrect
comparative adverb forms for
words ending in –ly
33
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Clauses
Return to
Curriculum
Guide

RIT 201-210
Understand the intended meaning
of a particular clause

RIT 211-220
Identify the main clause in a
sentence
RIT 221-230
(221-230)
 Identify a dependent clause
34
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”

Irregular
Verb Forms

Return to
Curriculum
Guide
Negative
Forms
Return to
Curriculum
Guide



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
RIT 211-220
Identify troublesome irregular
verbs (lie/lay, sit/set, etc.)
Recognize the correct use of
negatives “hardly” and “scarcely”
RIT 221-230
(221-230)
 Determine which verb to use in a
sentence with or without an
auxiliary verb
 Identify correct form of less
commonly used irregular verbs
(221-230)
 Recognize the correct and incorrect
use of negatives “hardly” and
“scarcely”
 Recognize the correct use of only
one negative in a sentence: haven’t
anything
(231-240)
 Recognize the correct and incorrect
use of negatives “hardly” and
“barely”
 Recognize the correct use of only
one negative in a sentence with
complex phrasing: has nothing;
aren’t any; hasn’t he ever; isn’t
any; scarcely had we
35
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Noun Forms
Return to
Curriculum
Guide







RIT 201-210
Recognize the correct plural form
of a noun
Understand the meaning of a
singular possessive noun
Recognize the correct irregular
plural form of a noun
Identify which word is not a plural
noun
Recognize the correct use of a
plural noun in a sentence
Distinguish possessive nouns from
contractions
Recognize a collective noun as
being singular, distinguishing it
from plural nouns




RIT 211-220
Recognize which is not a correct
irregular plural noun
Identify a plural possessive noun
Distinguish plural nouns from
singular collective nouns, nouns
that end in ‘s’, and possessive
nouns
Identify a noun that is an idea or a
feeling, not just a person, place, or
thing
RIT 221-230
(221-230)





Understand the meaning of a plural
possessive noun
Recognize the correct possessive form
of a word
Distinguish a possessive noun from a
plural noun or a noun used as a
contraction with ‘s for “is”
Recognize the correct irregular plural
form of nouns not commonly used
(Latin roots like data-datum; open
compounds like lady in waiting)
Distinguish irregular plurals from
words that are not plural
(231-240)


Recognize the correct plural spelling
of a noun ending in “y” when just an
‘s’ is added
Recognize the correct plural forms of
irregular and not frequently used
plurals
36
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
NounPronoun
Antecedent


Return to
Curriculum
Guide

Phrases
Return to
Curriculum
Guide



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
Vocabulary: prepositional phrase
Identify a prepositional phrase
Recognize a phrase telling “which”
RIT 211-220




RIT 221-230
(231-240)
 Recognize clear or unclear
pronouns-antecedents
Recognize what part of the
sentence a prepositional phrase
modifies
Recognize a prepositional phrase
used as an adjective
Recognize the meaning of a verb
phrase
(221-230)
 Recognize a simple noun phrase
 Recognize and identify a
prepositional phrase containing
‘in’, ‘toward’, ‘with’, ‘around’,
‘into’
(231-240)
 Recognize and identify a
prepositional phrase containing
‘within’
 Recognize adverb and adjective
phrases
37
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Pronoun
Forms
Return to
Curriculum
Guide




RIT 201-210
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








Run-on
Sentences &
Fragments


Return to
Curriculum
Guide
Recognize complete and
incomplete sentences (first time
this term appears)
Recognize a group of words as an
incomplete sentence or a question

RIT 211-220
Identify which word in a sentence
is the pronoun
Recognize the correct and incorrect
use of reflexive, nominative,
possessive, and objective pronouns
Understand the meaning of a
pronoun: “all of us” = “we”
Use nominative case pronouns
correctly
Use nominative pronouns correctly
in compound subjects
Recognize the correct and incorrect
use of “I” in a compound subject or
in a list
Recognize the correct and incorrect
use of reflexive pronouns:
themselves, itself, herself,
ourselves
Use indefinite pronouns in a phrase
correctly: “___ of the people
were…” (few, each, one, either)
Identify sentence fragments
RIT 221-230
(221-230)
 Recognize the correct and incorrect
use of nominative and objective
case pronouns in complex
sentences
 Use nominative pronouns followed
by a noun correctly: We boys
will…
 Use nominative pronouns correctly
as the first word in a compound
subject
 Use indefinite pronouns correctly:
“___ of the girls is …” (many,
some, either, several)
 Distinguish “that” used as a
pronoun from “that” used as an
adjective
 Recognize the correct and incorrect
use of “who, who’s, and whose”
38
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Sentence
Structure/
Type/Kind
Return to
Curriculum
Guide





RIT 201-210
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






Subject &
Predicate
Return to
Curriculum
Guide

Name the two main parts of a
sentence

RIT 211-220
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
Identify the subject of a sentence
RIT 221-230
(221-230)
 Identify sentence patterns
(sentences containing adjectives
and helping verbs): noun-verb,
noun-verb-noun, noun-linking
verb-noun
 Determine the correct verb forms
or verb phrases to use in compound
or complex sentences
(231-240)
 Identify a complex sentence
(221-230)
 Identify the predicate of a sentence
 Identify the part needed to
complete a sentence: subject,
object, or adjective to complete the
linking verb
 Verbalize that a predicate contains
a verb
39
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Subject/Verb
Agreement

Return to
Curriculum
Guide
Variety of
Sentences

Return to
Curriculum
Guide

RIT 201-210
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
Sentences have more complex
syntax and phrasing, more difficult
vocabulary
Identify sentences that tell past,
present, or future



RIT 211-220
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
Understand that sentences tell past,
present, or future
Identify which sentence tells past
RIT 221-230
(221-230)
 Recognize the correct use of
subjects or verbs in the following
cases:
o Complex subject (“one of the
__s”, “all of the __s”) – linking
verb
o “There” – linking verb – plural
noun
o Indefinite pronoun – linking
verb
40
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Verb
Tenses
Return to
Curriculum
Guide





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
RIT 221-230
Determine the correct verb form to (221-230)
use in a sentence
 Recognize sentences in which the
subject of the sentence is the
Identify the verb form not used
“doer” of the action
correctly in a sentence
Recognize verbs that have the same
form for both present and past
tense
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
verb
Determine which verb to use in a
sentence in which the auxiliary
verb is separated from the main
verb
Understand the meaning of a
complex verb phrase
Determine which verb form is
correctly used in a complex
sentence
Punctuation
Appropriate
Marks in
Dialogue
Return to
Curriculum Guide


Use quotations in titles
Use parentheses around nonessential phrases


Use quotations in quoted material
Use single quotation inside
quotation marks
41
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Dependent
and
Independent
Clauses/
Comma
Usage

RIT 201-210
Use commas between two main
clauses in a complex sentence

RIT 211-220
Use commas between two main
clauses in a compound complex
sentence
RIT 221-230
Return to
Curriculum Guide
Prepositional,
Participle and
Appositive
PhrasesComma Usage

Use commas after participial
phrases in a lengthy paragraph

Use apostrophes in possessive
plurals
Use apostrophes with helping verb
and “not”
(231-240)
 Use commas around dependant
clauses in compound, complex
sentences
Return to
Curriculum Guide
Use
Apostrophes

Return to
Curriculum Guide

Use apostrophes for subject and
helping verb contractions
(221-230)
 Use apostrophes for plural
possessives in a compound
sentence
42
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use
Appropriate
End
Punctuation
Return to
Curriculum Guide



Use Commas
Appropriately

Return to
Curriculum
Guide

Use
Underlining
in Titles
Return to
Curriculum Guide
Spelling


RIT 201-210
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
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
RIT 221-230


Use commas in a direct quotation
Use commas around non-essential
phrases
(221-230)
 Use commas to separate adverbial
introductory clauses in a complex
sentence


Underline movie titles
Underline magazine titles

Underline play titles
43
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Accuracy and
HighFrequency
Words

RIT 201-210
Format: Generally more difficult,
commonly misspelled words
RIT 211-220
RIT 221-230
Return to
Curriculum Guide
Application of 
Rules
(prefixessuffixes)

Recognize correctly and incorrectly
applied basic spelling rules when
adding endings or affixes
Recognize when to double final
consonant before adding ending
Return to
Curriculum Guide
Conventional
Rules


Return to
Curriculum Guide
Distinguish the correct spelling of a 
word from incorrect versions
Identify which word is or is not
spelled correctly
Writing Process
Troublesome spelling patterns:
 -ance/-ence
 ei/ie
 -ary/-ery
 plural form of words ending in
“o”


Tricky, troublesome words
Distinguish which homograph is
not correctly used
44
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Drafting and
Revising Skills
Return to
Curriculum
Guide










Editing and
Proofreading
Processes
Return to
Curriculum
Guide





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
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
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
Use commas in a series of
participial phrases
Use strong topic sentences with
strong verbs
Use capitals in a letter closure
Use abbreviations in appropriate
places
RIT 221-230
(221-230)
 Use exaggeration to make
statement
 Use adverbial clauses
 Ask leading questions
 Use gerund phrases
(231-240)
 Use metaphors as a figure of
speech
(221-230)



Use complex sentence order in
paragraph
Use verb phrases
Use exaggerated figures of speech
for emphasis
(231-240)




Identify strong adverbs
Identify indefinite pronouns
Use metaphors for emphasis
Conjugate irregular verbs correctly
45
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Pre-Writing
Skills
Return to
Curriculum
Guide




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
RIT 221-230
(221-230)






Select words based on main topic
Outline a complex topic selection
Choose appropriate words for a
selection
Evaluate possible point of views
(i.e. personification)
Choose vivid descriptors
Select method for brainstorming
46
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Capitalization
ISAT “Sub-Goal”
New Vocabulary
RIT 161-170

Return 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.
47
Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Composition and Structure
ISAT “SubGoal”
New Vocabulary
RIT 161-170

Return to Top


RIT 171-180
poem, letter, story, ad, statement, 
command, question,
exclamation, style, sentence,
rhyme, book, paragraph
RIT 191-200
title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition
RIT 221-230
descriptive writing, incomplete
sentence

missing word, first, ending, last,
greeting, describe
RIT 181-190

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 201-210
exclamatory sentence,
encyclopedia, supporting detail
RIT 231-240
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Idaho State Curriculum Guide Language/Writing 9th Grade
Grammar and Usage
RIT 161-170
ISAT “SubGoal”
New Vocabulary

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underlined, missing word, more
than one, complete sentence,
Standard English, pronoun,
correct
RIT 171-180

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, run-on 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, compoundcomplex sentence
RIT 201-210

RIT 221-230

©State of Idaho 2003
fragment, compound sentence,
prepositional phrase, present
tense, adjective, nonstandard
English, linking verb, adverb,
possessive, dependent clause
RIT 231-240

adverb phrase, adjective phrase,
pronoun’s antecedent
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Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Punctuation
ISAT “Sub-Goal”
New Vocabulary
RIT 161-170

RIT 171-180
comma, contraction, punctuate, 
right mark, sentence
Return to Top
RIT 191-200

quotation marks, possession,
address, phrase, salutation,
colon, semicolon
plural possessive

RIT 201-210

RIT 221-230

punctuation mark, exclamation
point, question mark,
apostrophe, period
RIT 181-190
parentheses, hyphen, rough draft
RIT 231-240

letter, ownership
RIT 211-220

possessive noun
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Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Writing Process
ISAT “Sub-Goal”
New Vocabulary
RIT 161-170

Return to Top
RIT 171-180

sentence, letter, picture, period,
capital letter, misspelled,
proofread, missing word, choose,
list, question, correct order
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, sub-detail,
style, figure of speech, suffix,
capitalization, caret (editing
mark), research report,
apostrophe
RIT 231-240
RIT 211-220

tone, summary, synonym,
personification, metaphor,
fantasy, complex sentence,
rough draft, personal narrative
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Idaho State Curriculum Guide Language/Writing 9th Grade
Sample Test Items
Basic Grammar and Usage RIT 201-210
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Basic Grammar and Usage RIT 211-220
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Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 221-240
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Capitalization RIT 201-210
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Capitalization RIT 211-220
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Capitalization RIT 221-240
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Composing and Writing Process RIT 201-210
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Idaho State Curriculum Guide Language/Writing 9th Grade
Composing and Writing Process RIT 211-220
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Composing and Writing Process RIT 221-230
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Composition Structure RIT 201-210
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Composition Structure RIT 211-220
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Composition Structure RIT 221-240
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Idaho State Curriculum Guide Language/Writing 9th Grade
Punctuation RIT 201-210
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Punctuation RIT 211-220
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Punctuation RIT 221-240
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Idaho State Curriculum Guide Language/Writing 9th Grade
©State of Idaho 2003
Resources
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