• Applying rules of standard English usage to correct grammatical

errors

EXAMPLES: subject-verb agreement, pronoun-antecedent,

consistency of verb tense, case of pronouns

State

• Applying capitalization rules

State

• Applying appropriate punctuation rules to various sentence

patterns

State

• Independently applying spelling knowledge in proofreading and

editing of writing

• Applying conventional and word-derivative spelling patterns/

rules, to new situations, including syllable division, stressed/

unstressed syllables, and correct spelling of content-area

State

EXAMPLES: doubling with polysyllabic base words, consonant

or vowel changes within words, assimilated prefixes, Greek and

Latin roots, syllable division

• Correctly spelling grade-appropriate word groups that share a

common root (e.g., "hydroplane," "hydrometer," "dehydrated"; or

"transfer," "inference," "conference," "deferred," "refer")

• Using a variety of resources to correct spelling

• Writing a variety of correct sentences, using embedded phrases

State

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

details

texts

State

EXAMPLES: description, chronology, proposition/support,

compare/contrast, problem/solution, cause/effect, deductive/

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

the writing

State

• Selecting key ideas to set context appropriate to audience

State

• Making thematic connections between texts, prior knowledge, or

the broader world of ideas

State

• Establishing an interpretative claim in the form of a focus/thesis

State

• Using specific details and references to text or specific citations

to support interpretative claims

State

• Supporting interpretative claims with references to critical

• Interpreting the author’s decisions regarding elements of the text

• Organizing ideas so that the reader can easily follow the writer’s

line of thinking, using effective transitions, and drawing a

conclusion by synthesizing information

State

• Addressing readers’ possible questions

State

• Using effective voice and tone (word choice and sentence

patterns) for desired effect on reader

State

• Excluding loosely related or extraneous information

controlling idea

State

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

problem/solution, cause/effect, investigation, deductive/inductive

• Selecting appropriate information to set context throughout the

report; may include a lead/hook

State

• Using transition words or phrases appropriate to organizational

text structure

State

• Drawing a conclusion by synthesizing information from report

State

• 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)

State

• Writing with a sense of audience, if appropriate

State

• Establishing an authoritative stance, when appropriate

State

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

excluding extraneous information

State

• Including sufficient details or facts for appropriate depth: naming,

describing, explaining, comparing, use of visual images

State

• Addressing readers’ concerns

State

• Commenting on the significance of the information throughout

• Engaging readers by creating context relevant to central idea

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

• Using a variety of techniques to dramatize events

EXAMPLES: flashbacks, foreshadowing, paragraphing

• Establishing 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,

and relationships with other characters, when appropriate

• Using voice appropriate to purpose

• Maintaining focus or theme

• Controlling the pace of the story

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

when the procedure is appropriate

• Using and defining specific technical vocabulary, appropriate to

• 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 specific materials/equipment, 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

• Using a variety of strategies and technology to ensure the

EXAMPLES: imagery, analogies, and appropriate graphics

• Establishing necessary context, taking audience into account, as

needed

State

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

(purpose)

State

• Taking an authoritative stance

• Providing a hook

• Arranging supporting evidence persuasively with effective use of

State

• Providing convincing and relevant arguments and/or reasons

State

• Using a range of strategies to elaborate and persuade

EXAMPLES: statistics, appeals to logic, appeals to emotion,

experience, case studies, expert opinion.

context/occasion (purpose)

State

State

feelings: questioning, comparing, connecting, interpreting the

experience, analyzing, or using figurative language

State

ideas

(purpose)

• Writing poems that express mood, thought, or feeling

• Choosing conventional or alternative text structures to achieve

impact

audience

• Using rhyme, rhythm, literary elements, or figurative language

EXAMPLES: simile, personification, alliteration, onomatopoeia,

metaphor

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

shades of meaning and impact