Download Language Arts Curriculum Guide Template

1
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
Objectives
Grammar and Usage
Sample Assessment and
Sample Quizzes
Writing Composition and the Writing Process
753.01 a
753.01.b
Pre-Writing
Skills
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Punctuation
Sample
Sequence
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning: Review pre-writing
strategies such as clustering, mapping,
listing, etc .on the board or overhead.
Have students come to the board or
overhead and add ideas to a pre-writing
activity topic using clustering to
demonstrate understanding.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
On the overhead show students a
short model of a writing assignment
and illustrate a brainstorming activity
using clustering by taking the piece
apart to demonstrate how a prewriting skill was already put together
into a short essay.
Family
Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
2
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.01 a
Drafting and
Revising Skills
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
753.01 a
753.02.a
Use Editing and
Proofreading
Processes
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment and
Sample Quizzes
For Learning: Students will keep a
Writing Journal or Log that they will use
for revision for themselves. These can
also be used in small groups to show
revision steps that were taken. Points
can be given by the teacher and 6Traits Rubrics can be utilized as well to
increase student understanding.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Pass out a guideline
that includes a list of items that will be
assessed for conventions as
announced by the teacher ahead of the
assignment. Review the process of
reading the paper aloud as a
proofreading strategy before handing it
in. Use small groups to use the
handout on editing as an aid to help
each student. Mark changes needed by
using district symbols to identify
noticeable errors.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Show students how to use their
Writing Journal with small groups for
a revision assignment. Have each
member of the group use a page
showing three columns which are
titled “What I’m working on,” “What
I’m doing with partners,’” and “What
the group produced.” This process
helps students become more
accountable for their work and
teachers can give revision points. A
model of this page can be shown on
the overhead.
Have students work in small groups
(peer editing) to review the basic
rules dealing with conventions.
Review the 6-Trait Rubric for
conventions and sentence fluency.
Do this review in a mini-lesson format
using the overhead. Model what
should be done to be successful.
Enter into the Writing Log under the
three columns mentioned above so
that small groups can earn points for
their work.
Sample
Resources

3
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Writing Composition and Structure
753.03b
Appropriate
Format
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Minimum
Hours
Allotted
Sample Teaching
Strategy
Sample
Resources

Return to Top
For Learning: Using the overhead, the
teacher will review again the different
types of formats that can be used in
basic composition. Show examples of
each type discussed (such as narration,
exposition, persuasion, etc.) and have
an oral discussion concerning the
strategies needed for each one.
See Writer’s Inc.132) Emphasize
the different types of audiences and
whether formal or informal language
should be utilized. Show models (both
good and bad) on the overhead. Then
have students pick one of the format
types to model and write an essay
demonstrating their skill and
understanding in that format area.
Focus on using the correct format, and
6-Traits ideas, word choice, and
organization on this assignment and
hand in to be graded. (Teacher will
review the format chosen and use the
6-Traits Rubric as an aid for scoring this
essay.)
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
©State of Idaho 2003
Have students draw out an idea slip
and format type from a sack or box
and then have them free write
appropriately in their writing notebook
using the idea and format drawn.
Break into small groups and read the
papers written orally. Have a group
discussion on the content of each
paper and the format used to
determine if the appropriate ideas
and format were utilized. Have
students use the 6-Traits Rubric for
ideas as a guide.
Family
Links:
4
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.03
(information-technical)
753.04 (literary
response)
753.05 (critically
analyze)
753.05.c
(persuade)
754.06
(research)
Variety of
Formats
(State
Standards
indicate that
students should
write to present
information, for
literary
response, to
critically
analyze, to
persuade, and
to present
research)
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Enlarge upon the variety
of formats that are available, i.e.,
technical vs. creative. Have students
bring in examples of various types of
formats and discuss these examples
orally pointing out similarities and
contrasts between technical and
creative formats Have students show
these examples to the class. Let the
class define the formats used and the
audiences for each one. Assign
students to write a compare and
contrast essay creative or technical)
and use a graphic organizer to check
the manner in which the essay was
organized. (See WRITER’S INC. 118124.):
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Composition Forms for Sample
Test Items
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
As an activity have students create
an ad for a teenage publication.
Have them enlarge by writing a short
proposition to the editor (teacher) on
the audience they are trying to reach.
(Pictures taken from magazines may
be used.) Each student will be asked
to sell his/her product to the class
using his/her ad.
Sample
Resources

5
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.01c
753.04.c
Appropriate
Style and
Vocabulary
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: (1) Have the students try
to imitate two noted authors (one
paragraph for each one) which they
chose to include in the memorable
sentences which they wrote down
during class. Pay close attention to the
vocabulary used and the style of the
author. Finally, have students write a
sample paragraph of their own to see if
a personal style seems to appear.
Hand in for teacher evaluation.
Teacher
Observable
DWA
ECA
ISAT
(2) Students will revise the formal letter
to the university or college written in the
writing notebook and hand in for
teacher evaluation. Pay attention to the
vocabulary and formal language
needed in this assignment. Make the
letter believable by using personal
information.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
(1) Have students write down any
memorable sentences that they read
over a week’s time. Read examples
from noted authors that have a
definitive style. i.e., Steinbeck, Poe,
Malamud, Cisneros ,etc. from the
literature text. Keep these notable
sentences in the writing notebook.
Later read these orally in small
groups and have classmates try to
identify the style of the author that is
read. (2) Teach students appropriate
vocabulary for writing invitations,
newspaper articles, formal letters,
etc. emphasizing the noticeable
vocabulary used for each one. In the
writing notebook have the students
try writing a newspaper article for the
school paper, a formal letter to a
college or university of choice
inquiring about entrance
requirements, and a formal invitation
to a graduation party. These will be
checked off by the teacher.
Sample
Resources

6
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02b
753.05.a
Variety of
Elements
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Review the Six-Traits of
Writing. Focus on the elements found
in ideas, organization, voice, word
choice, sentence fluency and
conventions. Look over the various
rubrics that go along with each trait.
Using the sentences which students put
into their Writing Log to identify an
author’s style, identify examples of
ideas, voice, word choice, and sentence
fluency that can be found. Label each
one and hand in a minimum of ten
sentence examples which use at least
four of the traits. Discuss the
assignment orally in class to clarify any
misunderstandings. (2) Also using an
overhead show a good model essay
using ideas, word choice, and sentence
fluency and a poor model of the same
and have students rate the models in
these areas using the 6-trait rubric. This
is a good review and reinforcement for
the students.
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Assign students a creative piece that
is to focus on voice and word choice
in preferably a free verse poem about
themselves. The audience will be
their classmates. Grading will focus
on the two traits assigned in class.
Have students also write in their
writing log focusing on ideas and
organization. Pick one of the writing
assignments already done and revise
it using the 6-traits Convention Rubric
and Sentence Fluency Rubric so that
all of the 6 traits have been reviewed.
Sample
Resources

7
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02b
753.04b
753.04c
Details
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Have students go to the
library and select several magazines
that use a more formal journalistic style
of language such as seen in TIME or
NEWSWEEK. Have them select in
which magazine they would like to add
a review on a novel. Using the 6-Traits,
focus on ideas and organization. Use
the 6-Trait Rubric in those areas to give
the grade. Some research will be
expected.
(2) This is a good place to emphasize
the necessary details needed to write
an evaluative book report on a novel
read such as TO KILL A
MOCKINGBIRD. Emphasize ideas and
necessary details that should be
included. Create a rubric for this
assignment focusing on a literary
response. (3) Another assessment
assignment would be to have students
focus on figurative details by writing a
short poem about his/her family utilizing
metaphors and similes, alliteration, etc.
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
The students will produce a short
magazine article using a journalistic
style that could be incorporated into
the informative magazine of their
choice. Another possibility could be
to instruct students how to write an
accurate resume containing their own
information. Emphasize the
necessary accurate details for each
activity (2) On the overhead model a
good book report and a poor book
report focusing on 6 Trait ideas and
organization. Have students rate
these models using both rubrics.
Review introductory paragraphs for
an essay. Have students read several
paragraphs and be able to identify the
topic sentences and following details.
(3) Create an original poem focusing
on details such as metaphors,
similes, alliteration, imagery, etc.
Model on the overhead examples for
students to examine.
Sample
Resources

8
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.03
(information-technical)
753.04 (literary
response)
753.05 (critically
analyze /
persuade)
754.06
(research)
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
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Students will review
Composition Forms by being assigned
to write an opening paragraph for three
of the composition styles reviewed in
their groups. Students will be given a
specialized rubric to check off for the
styles they choose to address.
Audiences should also be addressed.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Pass out examples of several types
of composition forms such as a
narrative, compare and contrast,
cause and effect, persuasive, and
process essays for examination in
small groups. Review the various
composition forms and their possible
audiences. Students will each be
assigned a format reviewed above.
Have them read their drafts to their
groups to see if the form each used
was properly modeled.
Sample
Resources

9
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02.b
753.04b
753.05.b
Variety of
Components
753.04a
Compare,
Contrast,
Synthesize
Ideas
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Students will be
evaluated on the preparation and
presentation of the assigned convention
to the class. The students will have a
checklist to use for clarification and
what is expected from each student on
this assignment. A quiz will be given to
determine their effectiveness so that
this activity will be taken seriously.
Teacher
Observable
DWA
ECA
ISAT
Teacher
Observable,
ISAT, ECA
Of Learning:
RIT 201-210 (Develop Paragraphs)
RIT 211-220 (Develop Paragraphs)
RIT 221-230 (Develop Paragraphs)
For Learning Have students read their
compare and contrast papers to their
groups. Hand out a checklist with the
items that were to be compared and
contrasted that will aid in the evaluation.
These assignments will be turned in to
the teacher for a final evaluation, but
students will be able to revise these
essays once after having read them to
their groups Utilize the 6-Traits
Rubrics for both ideas and organization
for this assignment.
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Focusing on conventions, assign
each student in small groups to
prepare a short mini-lesson reviewing
an assigned grammar or punctuation
error. Each one must be able to
present this short review at the
beginning of class and demonstrate
on an overhead or the blackboard.
They can call on students from the
class to participate in the review.
Utilize the 6-Traits Rubric on
Conventions as well as a class text
for ideas.
Assign students to create a compare
and contrast essay by comparing all
the aspects of serving a taco supper
as opposed to a macaroni and
cheese supper. Preparation, such as
time involved, necessary ingredients,
the cost, and final table presentation
should be discussed. This will be a
food preparation for the students’ own
families. Focus on ideas and
organization especially utilizing
appropriate transitions from
organization in 6-Traits. The teacher
should model both a good and bad
example essay for the class.
Sample
Resources

10
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
Local
Curriculum
753.06a
753.06b
753.06c
Learning
Continuum
and Other
Performance
Objectives
Teacher
Observable
Gather,
Synthesize,
Research
Grammar and Usage
Return to Top
753.02a
753.02b
Learning
Continuum
Variety of
Sentences
Teacher
Observable
DWA
ECA
Sample Assessment and
Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
For Learning Students will hand in
note cards, rough draft and the final
copy of their mini-research paper
including a title page, an outline and a
Works Cited page to be graded by the
teacher. Use the technical rubric from
6-Traits to evaluate this assignment.
©State of Idaho 2003
Sample
Resources

Sample Teaching
Strategy
Assign students to prepare a miniresearch paper utilizing proper
paraphrasing, quoting, and citations.
Also include a review of outlining and
writing note cards. A works cited
page should also be reviewed as
well. Avoid plagiarism in all these
areas. A brief research review is
done so that students do not forget
the process from year to year. The
teacher will assign a general topic or
area to research, and the students
will then select a specific topic under
the general one and have it okayed
by the teacher. A due date will be
assigned.
http://ww.ncte.org/positions/grammar.shtml
For Learning: Prepare a quiz showing
six or more short paragraphs containing
verb tense errors. Have the students
reread each one and make the
necessary verb tense corrections. (2)
Have students be able to conjugate at
least one regular verb using all the
tenses correctly.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
6
Review conjugation by showing
the various verb differences and
their functions using the 6
tenses. Beginning with the
Present Tense, show students
examples of each tense on the
blackboard or overhead
emphasizing the changes that
may occur when writing a
paragraph. Using short
paragraphs that have verb tense
errors, have students practice in
small groups correcting the verbs
that shifted or were used in error.
Have students practice
conjugating a regular verb
through the six tenses.
Family Links:
11
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02b
Sentence
Structure / Type
/ Kind
753.02a
Subject-verb
agreement
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Prepare a quiz that tests
the four different types and kinds of
sentences.
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
Sample
Sequence
Minimum
Hours
Allotted
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Prepare a mini-lesson
each day at the beginning of class for
four days that allows the students to
practice subject-verb agreement.
Correct lessons and answer questions.
On the fifth day have the students take
a quiz in this area. Those items that are
frequently missed should be addressed
at the beginning of class in mini-lessons
in the future until this concept is
learned.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
2
©State of Idaho 2003
Sample Teaching
Strategy
Review the possible elements
found in a simple sentence,
compound sentence, complex
sentence and compoundcomplex sentence. On the board
write examples of each sentence
type and call on students to
come to the board and figure out
what type of sentence it is and
then be able to tell why. Also
review the four different kinds of
sentences: declarative.
Interrogative imperative, and
exclamatory. A short worksheet
should be completed in class to
clear up any misunderstandings
and be a good review sheet.
Review word order of the
sentence types as well. Include
in the sentence review both
complete and fragment
sentences.
Review subject – verb and
number. A verb agrees with its
subject in person (first, second,
third) and in number (singular
and plural) Practice or drill in
order to answer questions on
agreement as each one arises.
Prepare a sample assessment.
Correct. Review class
weaknesses.
Sample
Resources

Family Links:
12
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Noun Forms
753.02a
Pronoun Forms
753.02a
Verb Tenses
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: In a mini-lesson at the
beginning of class, pass out short
assessments where students identify
the different kinds of nouns seen in
different sentences. Once students
have attained mastery, check it off on
their records.
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
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
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Review proper and common
nouns and concrete and abstract
nouns. Once those are
mastered, review how nouns are
used in sentences as persons,
places, and things, etc. Review
how these nouns are changed
from singular to plural form.
Sample
Resources

13
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Irregular Verb
Forms
753.02a
Adjective Forms
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Test irregular verbs
usage by giving students both oral and
written drill of Present, Past and Past
Participle verbs that should be
mastered. When completed, show this
on the students’ records as having been
mastered.
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Pass out pictures taken
from old magazines and have students
select one to describe in a descriptive
essay.
Motivate students to be creative.
Encourage students to use figurative
language. (2.) Another idea to see if
adjectives have been mastered is to
have students write a short essay
describing their bedroom at home. Try
to encourage using vivid adjectives,
predicate adjectives, looks like, feels
like, sounds like, etc. Organize this
description spatially and make good use
of transitions.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Review the main list of
Troublesome Verbs and have
students be able to give the
principal parts of the commonly
used verbs that may have
caused confusion to them by first
giving the present tense. Have
the class fill in the Past and Past
Participles of each of the
irregular verbs.
Review descriptive adjectives,
limiting adjectives proper
adjectives and articles. This can
be done using short mini-lessons
for each form. Then combine
and have students work on hand
outs in small groups. They will
ask questions about
misunderstood items as the
teacher walks around visiting
with the various groups. As an
activity have a sack filled with
things to describe. Students will
select an item to describe and
have the class guess what it is.
Another activity would be to
describe another person in the
class and have the class try to
identify who the person is. Have
students read and share
examples of ads found in
magazines that use descriptive
adjectives. Many catalogs that
come in the mail contain good
examples of this kind.
Sample
Resources

14
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Adverb Forms
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Assign students to write
a short children’s story utilizing Saki’s
style of adverb emphasis by including
various adverbs that make the story
colorful. The teacher should reread
Saki’s story where the storyteller uses
his own story to quiet the naughty
children on the train as a model. Then
have students imitate Saki’s style and
create a children’s story of their own.
Don’t forget the adverbs. Encourage
students to be sure adverbs modify a
verb, an adjective, or another adverb. If
this assignment is passed, the student
can consider mastery completed and
checked off.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
On an overhead show the ways
adverbs can be used to modify a
verb, an adjective or another
adverb. Then have students
write ten interesting sentences
without modifiers. Hand these
papers out to the small groups in
the class and have the groups fill
out the sentences using adverbs
in the proper places in the
sentences. Another activity:
Read to the class Saki’s “The
Storyteller.” Emphasize the story
told to the children on the train
and have students write down all
the adverbs they hear. Discuss
orally.
Sample
Resources

15
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Negative Forms
753.02a
Phrases
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Place students in small
groups. Pass out a short dialogue to
be read aloud between pairs containing
sentences filled with the misuse of
negatives within them. Have members
of the group correct the errors
concerning negatives after hearing the
short conversations read within the
groups. Students will need to not only
recognize the mistakes by reading but
also be able to recognize the misuse of
negatives when hearing them orally. A
short assessment could be given to
check for individual mastery.
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
The teacher will call upon volunteers to
write sentences she dictates to them on
the board and then have them try to
identify as many different participles
that they see in the sentences. Finally,
hand out a short exercise focusing on
participles and have students complete
and hand in to determine what
misunderstandings need to be
addressed.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
In a mini-lesson create a concise
review of negative adverbs and
be sure to include a reminder
about using double negatives.
When the class comes in, have
them pick up a worksheet on the
use of negatives. Do the
assignment individually first, then
correct with another student, and
then the teacher will clarify any
questions the students may have
on an overhead or the
blackboard.
Introduce a review of verbals by
discussing the characteristics of
participles. Review that a
present participle is the “Ing”
form of a verb; do the same for
past participles and participles
that consist of more than one
word. Practice first by finding
participles on teacher handouts.
(Drill and Grill) As a check the
teacher will introduce absolutes.
If students can recognize and
write absolutes, they understand
participle use.
Sample
Resources

16
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Clauses
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: As a check up and quiz,
pass out a blank grid that contains all
the adverb groupings such as Time,
Place, etc. Have students fill in the
various adverb introductory words
under each category that introduce an
adverb clause of that type. This grid
should be memorized by the students
so they will recognize adverb clauses
when they see them. Learning these
introductory clue words will also aid
students to incorporate them into their
own writing.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Review what is an independent
clause and what is a subordinate
clause. Review adverb clauses
that function as an adverb in a
sentence. Pass out a grid that
has listed the various
subordinate conjunctions to
express different relationships,
found under (i.e.) Time: Place,
Reason, Purpose or Result,
Manner, Condition, Opposing or
Contrasting Fact and
Comparisons to enlarge their
vocabulary and understanding of
adverb clauses. Help students
to learn these words by
practicing as teams at the board.
The teacher brings up two
people, one from each team, and
then assigns them, for example,
to add in the list of adverb
introductory words listed under
Place. The two students would
fill in where, wherever. The first
person who finishes and is
accurate gets team points.
Sample
Resources

17
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02b
Noun / Pronoun
Antecedent
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning Have each student in the
class assume the role of the teacher
and compose an e-Mail to the other
members of her class instructing them
to prepare a list of assignments and
duties that should be completed by the
students before they leave the room
that day in order to prepare their class
room for a large night class. Have
students pay special attention to write
their instructions using proper
noun/Pronoun Antecedents format in
their teacher message to the class.
Include as many students needed in the
activity so that everyone is somehow
involved.
(2) Give students three days to take the
personal pronoun chart test and pass it
with an eighty percent or better.
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Remind students that using
pronouns helps to avoid
repetition in speaking and writing
(i.e. Before John goes to school
this morning, John needs to
make his bed.) Have students
write and Review the Personal
Pronoun Chart with the class in
order to help them know whether
to use the nominative, objective
or possessive form for the
needed antecedent. It is
advisable that the students
memorize this short chart.
Of Learning:
RIT 201-210
753.02b
Subject and
Predicate
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning: Pass out a ten sentence
quiz in which students will pick out on
the first five problems the entire subject
and entire predicate. The remaining
five questions should have the students
underline the simple subject and the
simple predicate. The teacher will
check for mastery of the review.
Review the two essential
elements in every sentence—the
subject and the predicate.
Review simple subject and
simple predicate. Create a short
mini-lesson to be completed at
the beginning of class. Have the
students read the instructions
and try the assignment first
individually. Then have them
check with another member of
the class for accuracy.
Unanswered questions will be
covered and illustrated by the
teacher on the overhead.
Sample
Resources

18
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02b
Run-ons and
Fragments
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning Students have been
assigned a short essay incorporating a
handout list of run-ons and sentence
fragments. Utilize these incomplete
ideas into complete sentences
eliminating both the fragments and run
on sentences by making them correct
and complete. Use them to create a
personal narrative by filling in the
necessary areas with their own ideas.
Hand in on the due date assigned in
class.
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Identify for the class the
characteristics of run-ons and
fragments. Break the class into
groups and give the group copies
of several short paragraphs that
are filled with fragments and run
on sentences. Discuss what
problems that the groups have
run into. Have the groups fix
these paragraphs. Then assign a
writing assignment that will
include incorporating a handout
of a pre-made list of both run-ons
and fragments that should be
extended when corrected into a
short personal narrative.
Sample
Resources

19
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Conventions: Capitalization
753.02a
Fundamental
Rules:
Beginning
Capitalization
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: Assign each member of
the class the name of an in-coming
sophomore for the up-coming school
year. Each student will be assigned
the project of writing a welcome letter to
the assigned student using the correct
letter format reviewed as well as the
other listed noted strategies. The letter
should include a warm welcome, the
names of the class officers, clubs and
activities available to sophomores,
traditions in the school etc. Students
will be assessed on the correct use of
capitalization in letter format as well as
those particular rules reviewed before
starting the project. After being
assessed and marked by the teacher,
each student will correct his/her
individual letter and hand it in to be
distributed to a new sophomore at the
beginning of the next school year during
registration.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Review the basic capitalization rules
that can be checked later on in a
short letter-writing project. Students
should be aware of capitalizing
sentence beginnings, knowing the
difference between common and
proper nouns, reminding them about
when to use capital letters with
persons, places, and things, letter
greetings and letter closings.
Family
Links:
20
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Capitalization:
Adjectives &
Titles
753.02a
Capitalization:
Proper Nouns
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning The teacher will call upon
a student to write one of his/her
incorrect sentences on the board. This
student can call upon another class
member to come up and correct the
incorrect capitalization and then explain
why the errors noted were incorrect and
changed. This activity can last as long
as the teacher feels this review is
needed by calling up students to write
another incorrect sentence on the board
and that student calling upon another
class member to come and correct it
and explain the capitalization errors
noted. This is a good way to ensure
clarification of these rules.
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
See Test Items in Next Row
For Learning: At the beginning of class
have students take a short quiz on the
use of proper nouns. Hand in to be
recorded on a mastery checklist.
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

Have students make up ten good
sentences that need to be corrected
concerning capitalization of the first
word of a quotation, book or movie
titles and professional titles. Tell
them to be sure they know all the
correct answers.
2
Since proper nouns have already
been reviewed and used in the
sophomore welcome letter, create a
short mini-lesson for proper nouns by
having students pick up a handout as
each one enters the class. After
completing the worksheet, exchange
papers with another person and
correct for accuracy. The teacher
completes this review by putting the
handout on the overhead and then
calling upon students to correct the
worksheet orally.
Family
Links:
21
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Capitalization:
Fundamental
Rules
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Each student will write
back an answer to the E- Mail written to
them the previous day and incorporate
or add in an example of each rule that
was mentioned to them on their E-Mail
response demonstrating their
understanding of the capitalization
rules. If any rules were incorrectly
illustrated, be sure to use the rule in the
response back to the original writer
correctly. Encourage students to be
creative!
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Other Test Items in this Section
of Guide
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Utilizing the computer lab, have
students compose an E- Mail to
another student in the class which
lists and explains the use of the
fundamental capitalization rules
which have recently been reviewed In
their class.
Students can use their class notes.
Each student will proofread carefully
and print. The teacher will collect and
review for any noted rule
misunderstandings. This assignment
will, however, not be corrected by the
teacher. The misunderstood rules
noted by the teacher will be reviewed
and clarified in class at the end of the
period.
Sample
Resources

22
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Conventions: Punctuation
753.02a
Use Appropriate End
Punctuation
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment and
Sample Quizzes
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
2
Emphasize that punctuation marks
are generally used for clarification. It
will be necessary to review how to
punctuate sentences that make a
statement, (declarative) (.) those that
issue a command (imperative) (. or !),
those that ask a question
(interrogative)(?), and those that are
meant to be said or read with a great
deal of feeling (exclamatory)(!).
Remind students that a simple
request or polite command
(imperative) only uses a period as the
end punctuation; however, when the
command is given with emphasis, an
exclamation mark is used at the end
of the sentence. Remind students
that using the right tone is also
essential when reading these
sentences aloud in order to hear
the author’s meaning. The above
information is necessary to do the
activity For Learning. Point out the
appropriate punctuation marks used
when writing dialogue.
Sample
Resources

Return to Top
For Learning: Have several twoparagraph dialogues ready to be read
by two people illustrating with their
voices the various punctuation endings
used at the end of the sentences. Have
the dialogue read aloud by the pair to
see if students can recognize those
sentences that should be punctuated
with a period, those sentences that
illustrate a command given as a request
to someone unemphatically, as well as
those commands that should be read
with a great deal of feeling and emotion.
Have several example dialogues that
illustrate various types of end marks
read by other pairs in the class for
students to identify for further
clarification and understanding.
Remember to emphasize the use of
tone when reading these dialogues
aloud for the class. Also, pay particular
attention to the many ways the
quotation marks and commas are used
for direct conversation. Are they
correct?
Of Learning:
RIT 201-210
RIT 211-220
Family
Links:
23
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Use Commas
Appropriately
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment and
Sample Quizzes
For Learning: Upon completion, pass
the “Letter to the principal” assignment
out to small groups. The groups will
work on correcting and revising their
own letters with the assistance of their
individual groups. A reminder should
be given to be sure all comma
examples listed on the check sheets
have been incorporated and are correct.
Once this has been completed,
students should go back to the writing
lab and revise and edit all noted errors
in order to make the letter mailable to
the principal. At this point, the letter
should be signed in ink by the writer
and handed into the teacher for a
grade.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
3
Reading aloud or silently would be
confusing if it weren’t for the comma.
Commas help the reader know when
to take a breath especially when read
aloud. Assign students to write a
friendly letter to their principal
concerning one school policy which
could be improved in their opinion.
The focus of this assignment will be
the correct use of commas; however,
letter format should also be reviewed
and modeled in the writing lab. Hand
out a checklist to be used as a
reminder for the commas that should
be used in the letter (i.e.), after
personal greeting, between two main
clauses, after any introductory
clauses such as an adverbial clause,
commas in letter closing, after direct
address and between city and state.
Pass in all completed assignments in
the writing lab.
Sample
Resources

Family
Links:
24
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Use Apostrophes
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
753.02a
Learning
Continuum
Appropriate
Marks in
Dialogue
Teacher
Observable
DWA, ISAT
ECA
Sample Assessment and
Sample Quizzes
For Learning: Have students create an
advertisement that needs to use
apostrophes to be correct. Pass out
paper, magic markers, crayons,
scissors, etc. along with colorful old
magazines to lend graphics or pictures
to the mix. Perhaps some graphics
from the computer would be a nice
addition. Be creative with apostrophes.
Hang these creations up in the
classroom.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning: Have the class write in
their writing log a two-way conversation
between them and a friend. Emphasize
the importance of correct use of
quotation marks and capitalization.
Have students volunteer to write a line
or two of dialogue from their notebook
on the board and have the class check
their quotation marks and punctuation.
Encourage the students to review end
punctuation by using question marks,
exclamatory marks, etc. already
reviewed in their dialogues.
Of Learning:
RIT 201-210 (Enclosing Punctuation)
RIT 211-220 (Enclosing Punctuation)
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
2
Discuss the various uses of
apostrophes such as seen in
contractions, to show possession,
and in personal names. Write
examples given by the class and list
on the board. As an assignment have
students look over a weekend for all
the ways they see apostrophe used
and have students make another list
to report to the class. Encourage
them to look at business signs,
various advertisements placed
around the city, and at magazines
and newspapers that are lying around
their homes. Give small prizes for the
most apostrophes found by a class.
2
Link this lesson on the use of
punctuation marks in dialogue back to
the lesson on the use of appropriate
end punctuation 753.02a. The use of
dialogue punctuation was explained
and used in this lesson.
Sample
Resources

Family
Links:
25
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Use
underlining for
titles
753.02a
753.02.b
Comma Usage:
Dependent and
Independent
Clauses
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Have students write in
their writing log as the teacher dictates
well- known titles of both long and short
literary writings. This can include titles
of well-known poetry as well. Have
students punctuate those titles either by
underlining or placing them in quotes.
Don’t forget to remind them to also use
the proper capitalization as well. Hand
in to be checked for mastery.
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 211-220
RIT 221-230
For Learning: Create a document that
gives examples of both dependent and
independent clauses. Include in the mix
adverbial clauses that were already
reviewed earlier. Have the class
demonstrate their understanding of
comma usage in both these areas as
well in a twenty-five-question quiz
focusing on the two types of clauses
and the use of commas.
Of Learning:
See Test Items Under Commas
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
In a short mini-lesson review italics
or underlining that are used in writing
titles of full-length works such as
movies and novels, artwork, and the
names of ships. Stress that quotation
marks are used only with shorter
literary works that can be read or
seen in a brief time period. Give
examples on the overhead
Briefly review the characteristics of
the fragment and dependent clauses
as well as what makes up an
independent clause. Give students a
short diagnostic test on recognizing
these examples. Depending on the
success of the class in this area will
dictate how much review is needed.
Remind students of the review on
adverbial clauses and their
introductory words that the class
committed to memory. Remind
students of the basic differences
between dependent clauses and
independent clauses.
Sample
Resources

26
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Comma Usage:
Prepositional,
Participle and
Appositive
Phrases
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Have the students fill in
an empty preposition chart by listing all
the prepositions under the A’s, B’s, D’s,
etc Students will be encouraged to
know the major prepositions that are
used in writing today and will be
expected to retake the quiz until it has
been passed with a minimum of 80
percent.
(2) Have students compose a short
poem of six to eight lines (minimum)
beginning each new line with a
prepositional phrase. The subject and
rhyme pattern of this poem will be
selected by the individual student.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Test Items Under Commas
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Prepare a chart alphabetically listing
all the main commonly used
prepositions for the sophomore level.
Using the blackboard, have students
break into two teams and after having
relearned the actual prepositions on
the list, prepare a little competition
calling one member from each team
up to the board and having the
teacher ask them to quickly write “all
the A’s” etc. The student who
completes this activity first and is
correct, is the winner and creates a
point for her team. This is a fun way
to relearn the prepositions in a short
period of time and does not require
much homework. (2) Upon
completion teach the entire
prepositional phrase that begins with
a preposition and ends in a noun or a
pronoun. (3) Have students be able to
pick out prepositional phrases in one
of their short stories in the literature
book. This is a good pair activity and
can be fun!
Sample
Resources

27
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Conventions: Spelling
753.02a
High
Frequency
Spelling Words
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Assessment and
Sample Quizzes
Sample
Sequence
©State of Idaho 2003
Minimum
Hours
Allotted
Sample Teaching
Strategy
6
On Mondays, as needed in the class,
hand out a spelling list containing
misspelled high frequency words.
Review the basic rules of phonics and
try to recognize errors in the words.
Rewrite each word correctly. Some
words could be compound or contain
two or three syllables some of which
are correct and some of which are
not. Apply basic rules of phonics to
complete this assignment. This can
be done at the beginning of class.
Using the overhead, the teacher can
call on students to help her correct
this exercise after she is ready to
begin the class. Ask students to be
able to explain any changes in the
spelling list that have been made.
Any extra time at the end of class can
be used to quickly review rules as
well as acquaint them to recognize
misspelled words. Repeat the
Monday activity as often as needed
throughout the trimester.
Return to Top
For Learning: Include a short spelling
section at the end of the weekly
literature tests that incorporates the
spelling reviews given on some
Mondays during the trimester. This is a
helpful preparation for the spelling
section on the ISAT tests. Recognizing
misspelled words is also a helpful skill
when editing and revising.
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Resources

28
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
State
Standard and
Benchmark
753.02a
Spelling:
Conventional
Rules
Local
Curriculum
Learning
Continuum
and Other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Learning
Continuum
For Learning: Incorporate words in the
weekly spelling tests that need special
ending changes as well as the use of
other necessary rules such as “ui,” “ie,”
or “ei,” words. Students should be able
to distinguish the incorrect versions
given.
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Reviewing conventional spelling rules
can be incorporated into the weekly
mini-spelling lessons so that students
will be able to recognize words that
have added endings, have changed
“y” to “I,” and added “es.” Add in
other necessary conventional spelling
rules as the occasion demands.
Of Learning:
See Test Items Under High Frequency
Words
753.02a
Learning
Continuum
Spelling:
Application of
Rules (prefixes
/ suffixes)
Teacher
Observable
DWA
ECA
ISAT
For Learning: When prefixes and
suffixes have been reviewed in a
particular Monday spelling lesson,
incorporate some examples for the
students to identify on the weekly short
spelling section incorporated into their
literature quizzes.
Of Learning:
See Test Items Under High Frequency
Words
Incorporate a review of the
application of prefixes-suffixes
especially when they are added to
root words and what they mean into
the Monday spelling lesson unit when
appropriate and meaningful to the
students.
Sample
Resources

29
Idaho State Expanded Curriculum Guide Language/Writing 10th 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.
30
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
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 Variety of Elements
Return to Details
Return to Variety of
Components
Return to Variety of Sentences
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 Sentence Structure /
Type / Kind
03.Write to inform and explain.
Return to Variety of Formats
Return to Composition Forms
Return to Use Appropriate
Format
04.Write for literary response
and expression.
Return to Variety of Formats
Return to Composition Forms
Return to Compare/Contrast/Synthesize Ideas
Return to Details
b.
Formulate a thesis and supporting evidence
as appropriate.
i.
Write an evaluative essay of a favorite book
or movie.
c.
Write and publish original creative works
using figurative and descriptive language.
i.
Produce short stories, essays, poetry, and
plays.
Incorporate metaphor, simile,
personification, alliteration, and imagery.
Return to Variety of
Components
Return to Details
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 Variety of Formats
Return to Composition Forms
Return to Variety of Elements
Return to Variety of
Components
c.
Return to Variety of Formats
ii.
31
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
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 Variety of Formats
Return to Composition Forms
Return to Gather, Synthesize,
Research
Return to Gather, Synthesize,
Research
Return to Gather, Synthesize,
Research
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
32
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function
independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant information relevant
to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above
his/her grade level.
The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all
major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information relevant to the
topic, at level.
The student can perform skills or processes independently without any significant errors.
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.
33
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
35
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
Capitalization
Adjectives,
Titles,
Sentence
Beginnings



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
36
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
37
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
38
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
39
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
40
Idaho State Expanded Curriculum Guide Language/Writing 10th 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



Clauses
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

Understand the intended meaning
of a particular clause



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
Identify the main clause in a
sentence
RIT 221-230
(221-230)
 Recognize correctly and incorrectly
used comparative forms, use tricky
context clues to determine correct
use
(221-230)
 Identify a dependent clause
41
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
42
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
43
Idaho State Expanded Curriculum Guide Language/Writing 10th 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




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
RIT 221-230
(231-240)
 Recognize clear or unclear
pronouns-antecedents
(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
44
Idaho State Expanded Curriculum Guide Language/Writing 10th 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”
45
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
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
Identify the subject of a sentence
(221-230)
 Identify the predicate of a sentence
 Identify the part needed to
complete a sentence: subject,
object, or adjective to complete the
linking verb
 Verbalize that a predicate contains
a verb
46
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
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Idaho State Expanded Curriculum Guide Language/Writing 10th 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
(221-230)
Determine the correct verb form to
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
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Idaho State Expanded Curriculum Guide Language/Writing 10th 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”

Use apostrophes for subject and
helping verb contractions
Identify different meanings of the
same sentence when end
punctuation is changed
Identify incorrect end punctuation
Identify periods when given a
paragraph

Identify correct punctuation in a
16-20 word compound sentence
Use correct punctuation when
sentence ends with an abbreviation
Identify correct punctuation in a 57 sentence paragraph
(231-240)
 Use commas around dependant
clauses in compound, complex
sentences
Return to
Curriculum Guide
Use
Apostrophes

Return to
Curriculum Guide
Use
Appropriate
End
Punctuation
Return to
Curriculum Guide





(221-230)
 Use apostrophes for plural
possessives in a compound
sentence
49
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Use Commas
Appropriately

Return to
Curriculum
Guide



RIT 201-210
Use commas after a direct address
in an imperative sentence
Use commas after participial
phrases in a lengthy paragraph
Use commas in non-essential
parenthetical phrases
Use commas around interrupting
phrases contained within the
sentence
Use
Underlining
in Titles
Return to
Curriculum Guide
Spelling
Accuracy and
HighFrequency
Words
Return to
Curriculum Guide

Format: Generally more difficult,
commonly misspelled words


RIT 211-220
Use commas in a direct quotation
Use commas around non-essential
phrases
RIT 221-230
(221-230)
 Use commas to separate adverbial
introductory clauses in a complex
sentence


Underline movie titles
Underline magazine titles

Underline play titles
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Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
Application of 
Rules
(prefixessuffixes)

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
RIT 211-220
RIT 221-230
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
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Idaho State Expanded Curriculum Guide Language/Writing 10th 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
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
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
(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
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Idaho State Expanded Curriculum Guide Language/Writing 10th 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
53
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
Capitalization
ISAT “Sub-Goal”
RIT 161-170

New Vocabulary
Return to Top
RIT 171-180

capital letter, capitalized,
underlined, sentence, missing
words
RIT 191-200

RIT 181-190

pronoun, name
RIT 201-210

direct quotation, proper noun,
place, phrase, address,
magazine
greeting, letter, title, note, list
RIT 211-220

closing, book title, paragraph
No new vocabulary above last RIT
band.
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

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
54
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
ISAT “SubGoal”
RIT 161-170


Return to Top
underlined, missing word, more
than one, complete sentence,
Standard English, pronoun,
correct

RIT 191-200

RIT 181-190
RIT 171-180
RIT 181-190
simple sentence, comparative
forms, suffix
noun phrase, dependent clause,
possessive noun, conjunction
noun, past tense, wrong, word
order

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

RIT 171-180
descriptive writing, incomplete
sentence
Grammar and Usage
RIT 161-170
ISAT “SubGoal”
New Vocabulary
©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
55
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
56
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
57
Idaho State Expanded Curriculum Guide Language/Writing 10th 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
58
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
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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59
Idaho State Expanded Curriculum Guide Language/Writing 10th 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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60
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
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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61
Idaho State Expanded Curriculum Guide Language/Writing 10th Grade
©State of Idaho 2003
Punctuation RIT 201-210
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Punctuation RIT 211-220
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Punctuation RIT 221-240
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