• Identifying or correcting grammatical errors

EXAMPLES: subject-verb agreement, nonstandard usage

(ain’t), double negatives

• Applying basic capitalization rules

• Using punctuation to clarify meaning

EXAMPLES: commas, apostrophes, quotation marks

• Applying spelling knowledge in proofreading and editing of

writing

• Correctly spelling grade-appropriate, high-frequency words,

including homonyms and homophones and applying syllable

division, morpheme, and affix spelling patterns/rules to new

situations

EXAMPLES: consonant doubling, consonant patterns, units of

meaning—common roots, base words, pre/suffixes, morpheme

patterns (such as adding prefixes and suffixes to base words

with spelling changes—"fury" to "furious"; or phonological

changes—"electric" to "electricity")

• Using varied sentence length and structure to enhance meaning

(e.g., phrases and clauses)

• Using the paragraph form: indenting, main idea, supporting

details

EXAMPLES: description, chronology, proposition/support,

compare/contrast

• Selecting appropriate information to set context/background

EXAMPLE (of context): When introducing a character, making

sure the reader understands who the character is

• Summarizing key ideas

• Connecting what has been read (plot/ideas/concepts) to prior

knowledge or other texts

• Stating and maintaining a focus (purpose) when responding to a

given question

• Using specific details and references to text or citations to

support focus

• Making inferences about the content, events, characters, setting,

or common themes

• Using an organizational text structure appropriate to focus/

controlling idea

EXAMPLES: description, chronology, proposition/support,

compare/contrast

• Selecting appropriate information to set the context

• Using transition words or phrases appropriate to organizing text

structure

EXAMPLE: for compare/contrast, using "on the other hand"

• Writing a conclusion that provides closure

• Obtaining information from more than one source, when

appropriate

• Listing sources at end of a report, if appropriate

• Stating and maintaining a focus/controlling idea (purpose) on a

topic

• Including facts and details relevant to focus/controlling idea, and

excluding extraneous information

• Including sufficient details or facts for appropriate depth of

information: naming, describing, explaining, comparing, use of

visual images

• Creating a clear and coherent (logically consistent) story line

• Using transition words/phrases to establish clear chronology and

enhance meaning

• Establishing context (setting or background information),

problem/conflict/challenge, and resolution

• Using dialogue to advance action

• Developing characters through description

• Providing a purpose by giving context to let the reader know

when the procedure is appropriate

• Using transition words or phrases (e.g., numbering, ordering) to

arrange the steps in a logical manner

• Using details and examples that help the reader understand the

process and excluding extraneous information

• Providing a list of materials, if appropriate

• Providing a conclusion

• Using a format that is easy to follow

EXAMPLES: paragraphing, white space, blocking

• Restating the issue or problem and stating a clear position

(purpose)

• Providing appropriate facts and details

• Addressing the reader’s potential concerns or counterarguments

• Using concrete details to establish context (purpose)

• Establishing or evolving focus

• Showing evidence of individual voice and exhibiting a variety of

techniques for reflecting on thoughts or feelings: questioning,

comparing, or connecting

• Having coherent organization

audience

• Writing poems that express feeling

audience

• Using rhyme or repetition

• Using a variety of poetic forms

EXAMPLES: haiku, rhyming couplets, limericks, formula poems,

free verse