• Applying rules of standard English usage to correct grammatical

errors

EXAMPLES: subject-verb agreement, pronoun-antecedent,

consistency of verb tense, case of pronouns

• Applying capitalization rules

• Applying appropriate punctuation rules to various sentence

patterns to enhance meaning (e.g., hyphens, dashes, brackets)

• Independently applying spelling knowledge in proofreading and

editing of writing

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

including homonyms, homophones, and homographs

• Correctly spelling grade-appropriate word groups that share a

common root (e.g., "inspire," "respiration," "conspire," "perspire")

• Recognizing spelling-meaning connections

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

• Applying conventional and word-derivative spelling patterns/

rules, including syllable division, stressed/unstressed syllable

EXAMPLES: silent and sounded consonants, identifying

relationships among roots, base words, pre/suffixes, including

foreign derivations

• Using resources to correct spelling

• Using varied sentence length and structure to enhance meaning

(e.g., phrases and clauses)

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

details

texts

EXAMPLES: description, chronology, proposition/support,

compare/contrast, problem/solution, cause/effect

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

the writing

• Selecting and summarizing key ideas to set context

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

knowledge, other texts, or the broader world of ideas

• 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

to support focus or judgment

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

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

EXAMPLES: Style, bias, literary techniques, point of view, or

• Organizing ideas using transition words/phrases and drawing a

connection to the broader world of ideas)

• 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: chronology, proposition/support, compare/contrast,

problem/solution, cause/effect, investigation

• Selecting appropriate information to set context, which may

include a lead/hook

• Using transition words or phrases appropriate to organizational

text structure

• Drawing a conclusion by synthesizing information from the report

(i.e., "aha!" "so what?")

• Obtaining information from multiple locations or sources when

appropriate

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

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

• Writing with a sense of audience, if appropriate

• Establishing an authoritative stance, when appropriate

• 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

• Commenting on the significance of the information, when

appropriate

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

• Using a variety of effective transitional devices to enhance

meaning

• Establishing context, character motivation, problem/conflict/

challenge, and resolution, and maintaining point of view

sensory language to advance the story line (purpose)

• Using dialogue to advance action

• Developing characters through description, speech and actions,

• Using voice appropriate to purpose

• Maintaining focus

• Controlling the pace of the story

• 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

• Providing a list of specifi c materials, if appropriate

• Providing a conclusion that advances the reader’s understanding

or appreciation of the process

• Addressing problems that might arise for the reader

• Creating a format that is easy to follow

• Establishing necessary context, taking audience into account, as

needed

• Stating and maintaining a clear position on the problem or issue

(purpose)

• Arranging supporting evidence persuasively

• Providing and elaborating on with convincing and appropriate

facts and details

• Addressing the reader’s potential concerns or counterarguments

• Drawing a conclusion by synthesizing the persuasive argument

State

• Addressing the reader’s potential concerns or counterarguments

State

• Writing an effective conclusion

State

context (purpose)

feelings: questioning, comparing, connecting, interpreting the

experience, analyzing, or using figurative language

(purpose)

• Writing poems that express mood, thought, or feeling

• Choosing conventional or alternative text structures to achieve

audience

• Using rhyme, rhythm, or figurative language

EXAMPLES: simile, personification, alliteration, onomatopoeia,

• Selecting and manipulating words, phrases, or clauses, for their

• Using a variety of poetic forms