• Applying rules of standard English usage to correct grammatical

errors

EXAMPLES: clear pronoun referent, subject-verb agreement,

consistency of verb tense, irregular forms of verbs and nouns

W–7–9.1

• Applying capitalization rules

W–7–9.2

• Applying appropriate punctuation to various sentence patterns to

enhance meaning

EXAMPLES: colons, semicolons

W–7–9.4

• Independently applying spelling knowledge in proofreading and

editing of writing

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

applying conventional spelling patterns/rules

EXAMPLES: consonant doubling, consonant patterns, units of

meaning—common roots, base words, pre/suffixes

W–7–9.5

• Correctly spelling grade-appropriate word groups that share

a common root (e.g., "structure," "construction," "instruct,"

"destruction")

• Recognizing spelling-meaning connections

EXAMPLES: "sign/signal," "define/definition," "critic/criticize"

• Applying conventional spelling patterns/rules to new situations

EXAMPLES: consonant doubling, consonant patterns, units of

meaning—common roots, base words, pre/suffixes

• Using resources to correct spelling

• Using varied sentence length and structure to enhance

meaning (e.g., phrases and clauses)

W–7–1.1

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

details

W–7–1.2

EXAMPLES (of text structures): description, sequential

chronology, proposition/support, compare/contrast, problem/

solution

EXAMPLE: When given a paragraph or text and a description

of text structures, students identify structure used or their

purposes

W–7–1.3

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

the writing

W–7–1.4

• Selecting and summarizing key ideas to set context

W–7–2.1

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

knowledge, other texts, or the broader world of ideas, by

referring to and explaining relevant ideas

W–7–2.3

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

point of view when responding to a given question

W–7–3.1

• Using specifi c details and references to text or relevant citations

to support focus or judgment

W–7–3.3

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

events, characters, setting, theme, or author’s craft

EXAMPLES: Making links between characterization and author’s

choice of words; making links to characteristics of literary forms

or genres

W–7–3.2

• Organizing ideas using transition words/phrases and writing a

conclusion that provides closure

W–7–3.4

• Addressing the reader’s possible questions

• Using effective voice and tone (word choice and sentence

patterns) for desired effect on reader, if appropriate

• Using an organizational text structure appropriate to focus/

controlling idea

EXAMPLES (of text structures): description, sequential,

chronology, proposition/support, compare/contrast, problem/

solution

W–7–6.1

• Selecting appropriate information to set context, which may

include a lead/hook

W–7–6.2

• Using transition words or phrases appropriate to organizational

text structure

W–7–6.3

• Writing a conclusion that provides closure

W–7–6.4

• Obtaining information from multiple locations or sources when

appropriate

• Listing and citing sources, using accepted form, if appropriate

• Stating and maintaining a focus/controlling idea

W–7–7.2

• Writing with a sense of audience, when appropriate

W–7–7.3

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

excluding extraneous information

W–7–8.2

• Including sufficient details or facts for appropriate depth of

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

visual images

W–7–8.3

• Addressing readers’ concerns (including providing context)

W–7–8.4

• Commenting on the significance of the information, when

appropriate

W–7–8.5

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

W–7–4.1

• Using a variety of effective transitional devices (e.g., ellipses,

time transitions, white space, words/phrases) to enhance

meaning

W–7–4.3

• Establishing context, character motivation, problem/conflict/

challenge, and resolution, and maintaining point of view

W–7–4.2

advance the story line

W–7–5.1

W–7–5.2

W–7–5.3

W–7–5.4

W–7–5.5

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

when the procedure is appropriate

W–7–6.2 and W–7–8.4

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

manner

W–7–6.3

• Using details and examples to help the reader understand and

visualize the process

W–7–8.3

• Providing a list of specific materials, if appropriate

W–7–6.2

• Providing a conclusion that advances the reader’s understanding

or appreciation of the process

W–7–6.4

• Addressing problems that might arise for the reader

W–7–8.4

• Creating a format that is easy to follow

• Setting the context and restating the problem, taking audience

into account, as needed

W–7–6.2 and W–7–7.3

• Stating a clear position on the problem or issue (purpose)

W–7–7.2

• Arranging supporting evidence persuasively

W–7–6.1

• Providing and elaborating on with convincing and appropriate

facts and details

W–7–8.3

EXAMPLES: definitions, descriptions, illustrations, anecdotes,

arguments, reasons, precise language

• Addressing the reader’s potential concerns or counterarguments

W–7–8.4

• Writing a conclusion that provides closure

W–7–6.4

context (purpose)

for reflecting on thoughts and feelings: questioning, comparing,

connecting, or interpreting the experience

ideas

(purpose)

• Writing poems that express mood, thought, or feeling

audience

• Using rhyme, rhythm, or figurative language

EXAMPLES: simile, personification, alliteration, onomatopoeia

• Using a variety of poetic forms