• Applying rules of standard English usage to correct grammatical

EXAMPLES: subject-verb agreement, nonstandard usage,

• Applying basic capitalization rules

• Using punctuation to clarify meaning

• Independently 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 or phonological changes)

• Correctly spelling grade-appropriate word groups that share

• 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

• Using a format and text structure appropriate to the purpose of

• Selecting appropriate information to set context/background

• Summarizing key ideas

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

knowledge or other texts

• Stating and maintaining a focus (purpose), a firm judgment, or a

point of view when responding to a given question

• Using specific details and references to text or relevant citations

• Making inferences about the relationship(s) among content,

events, characters, setting, or common themes

a conclusion that provides closure

• Addressing the reader’s possible questions

EXAMPLE: Clarifying the context when using a citation

• Using effective voice and tone (word choice, sentences with

embedded phrases and clauses)

• Using an organizational text structure appropriate to focus/

controlling idea

EXAMPLES: description, chronology, proposition/support,

compare/contrast

• Selecting appropriate information to set context, which may

EXAMPLES: startling statistic, anecdote/scenario, general to

specific, quotation

• Using transition words or phrases appropriate to organizational

text structure

• Writing a conclusion that provides closure

• Obtaining information from multiple locations or sources when

appropriate

EXAMPLES: Locations—library, Internet, electronic media;

Sources—almanacs, magazine/news articles, books,

encyclopedia, interviews, surveys, video/TV, sidebars, charts

• 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: naming,

describing, explaining, comparing, use of visual images

• Addressing readers’ concerns (e.g., providing context)

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

• Using transition words/phrases to establish clear chronology and

enhance meaning

• Establishing context, problem/conflict/challenge, and resolution,

and maintaining point of view (1st person, 3rd person, or

omniscient)

advance the story line

EXAMPLE: "I could hear bells ringing. It sent shivers down my

spine."

• Using dialogue to advance action

• Developing characters through description, speech and actions

• Using voice appropriate to purpose

• Maintaining focus

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

when the procedure is appropriate

• Using a variety of transitions to arrange the steps in a logical

manner

• Using details and examples to help the reader understand and

visualize the process

EXAMPLES: imagery, analogies

• Providing a list of specific materials, if appropriate

• Providing a conclusion that advances the reader’s understanding

• Addressing problems that might arise for the reader (e.g.,

potential problems, safety)

• Creating a format that is easy to follow

EXAMPLES: graphics, bullets, diagrams

• Restating the issue or problem and stating a clear position

(purpose)

• Providing and elaborating on with appropriate facts and details

• Addressing the reader’s potential concerns or counterarguments

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

(purpose)

• Writing poems that express feeling or thought

audience

• Using rhyme, rhythm, repetition, or figurative language

EXAMPLES: simile, personification

• Using a variety of poetic forms