Wednesday, April 24, 2024, 12:54 AM

Site: Learnbps

Class: BPSS (ELA) English Language Arts Standards (S-ELA)

Glossary: 7th Grade English

(W) WRITING

ELA-07.W.05

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-07.W.05 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7).

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can evaluate my writing by using a rubric explaining the criteria.
I can evaluate the writing of others by using a rubric explaining the criteria.
I can determine the effectiveness of my writing by using feedback.

Skills (Performance) Targets

I can measure the effectiveness of my writing by completing a checklist.
I can demonstrate my understanding of the criteria through the evaluation/revision process. e.g., clarity of ideas, organization, word choice, fluency.

Product Targets

I can develop multiple drafts that show improvements in my writing.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-07.W.06

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-07.W.06 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-07.W.07

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-07.W.07 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Student Learning Targets:

Knowledge Targets

I can identify different modes of research-based writing.
I can define thesis and select supporting details.
I can define the term relevance - connects to the matter at hand.
I can choose information from a variety of sources.

Reasoning Targets

I can organize research into a workable document.
I can interpret my research for supporting details pertaining to my main idea.
I can formulate relevant research questions.
I can create questions to be answered about my topic.
I can blend sources to support one topic.

Skills (Performance) Targets

I can conduct small research projects that answer a predetermined question.
I can draw on several sources for research.
I can generate additional information that drives further research and investigation.
I can question the information's relevance.
I can conduct an investigation into the relevance of a source and its information.
I can use a variety of sources.
I can assemble a group of sources.

Product Targets

I can construct a research-based report from gathered information.
I can create questions to be answered about my topic.
I can develop a short research project relating to relevant questioning.
I can create a product from my sources.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-07.W.08

7th Grade ELA Targeted Standard
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-07.W.08 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Student Learning Targets:

Knowledge Targets

I can choose from a variety of sources.
I can understand copyright laws.
I can identify authority, accuracy, objectivity, currency, and coverage of a source.
I can define bias.
I can identify the reliability of a source.
I can define plagiarism.

Reasoning Targets

I can blend sources to support one topic.
I can interpret the meaning of text and summarize it in writing.
I can paraphrase information.
I can summarize information.
I can analyze a source for its reliability and validity.
I can analyze the comprehensiveness of a source.
I can analyze a source for author's bias and expertise.
I can evaluate my sources to determine if they are recent, relevant and reliable.

Skills (Performance) Targets

I can use a variety of sources.
I can assemble a group of sources.
I can distinguish between plagiarized and original material.
I can organize information in a note card format.
I can record an evaluation of my sources.
I can investigate the relevance of a source and its information.
I can demonstrate my ability to quote, summarize and paraphrase accurately to avoid plagiarism.

Product Targets

I can create a product from my sources.
I can produce original work.
I can produce note cards of summary information.
I can create a research based product from accurate and credible sources.
I can produce a works cited page to aid in avoiding plagiarism.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-07.W.09

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-07.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").
b. Apply grade 7 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is sufficient to support the claims").

Student Learning Targets:

Knowledge Targets

I can understand information and evidence from a variety of sources.

Reasoning Targets

I can organize the information and evidence from a variety of sources to support the main idea.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

Skills (Performance) Targets

I can collect the information and evidence to assemble a final work.

Product Targets

I can produce a work based on information and evidence.

ELA-07.W.09a

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA-07.W.09a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

Student Learning Targets:

Knowledge Targets

I can understand information and evidence from a variety of sources.

Reasoning Targets

I can organize the information and evidence from a variety of sources to support the main idea.

Skills (Performance) Targets

I can collect the information and evidence to assemble a final work

Product Targets

I can produce a work based on information and evidence.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-07.W.09b

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA-07.W.09b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Student Learning Targets:

Knowledge Targets

I can understand information and evidence from a variety of sources

Reasoning Targets

I can organize the information and evidence from a variety of sources to support the main idea

Skills (Performance) Targets

I can collect the information and evidence to assemble a final work

Product Targets

I can produce a work based on information and evidence

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

ELA-07.W.10

7th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Range of Writing

ELA-07.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Student Learning Targets:

Knowledge Targets

I can

Reasoning Targets

I can

Skills (Performance) Targets

I can

Product Targets

I can

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

PRIORITIZED STANDARDS

ELA-07.L

Strand (L)

Language

Narrative for (L) Language

As they move through formal schooling, students must continually learn how to gain control over the many conventions of Standard English grammar, usage, and mechanics. They must also learn to apply these language skills to their speaking and writing opportunities in order to help them convey meaning effectively and powerfully. Language standards include the rules of standard written and spoken English as well as the use of language as a craft with many choices.

While some of the sub-standards under the language strand are grade-level specific, it is important to realize that certain expectations of language carry over from one grade to the next, 3-12. In order to see a clear picture of the progression of language standards, open the attached image above; there you will see that students never stop learning about the enduring standards of our language. English grammar, conventions, knowledge of language and vocabulary extend across reading, writing, speaking and listening and, in fact, are inseparable from these contexts.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

CCSS_Language_Standards_by_Grade.jpg

ELA-07.L.01

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-07.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Student Learning Targets for Grade 7 ELA:

Knowledge Targets

I can understand sentence structure and choose writing strategies to create sentences.
I can define appropriate conventions of sentence structure; i.e. simple, compound sentences, fragments, and run-ons.
I can identify various types of sentences. i.e. simple, compound, complex, compound-complex.

Reasoning Targets

I can distinguish between different types of sentences. i.e., simple, compound, complex, compound-complex.

Skills (Performance) Targets

I can choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas (7.1b)
I can place phrases and clauses within a sentence (7.1c)
I can vary sentence structure.
I can use correct conventions of grammar to create effective sentences.
I can assemble examples of the different types of sentences. i.e., simple, compound, complex, compound-complex.
I can use punctuation marks correctly according to the sentence structure need.

Product Targets

I can produce a piece of writing that demonstrates a variety of examples of each sentence type. i.e., simple, compound, complex, compound-complex.

Proficiency Scale

Score		L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates consistent and mature usage and application of phrases and clauses by utilizing all four sentences in a cohesive writing.
	3.5	In addition to Score 3.0 performance, the student demonstrates.mature usage and application of phrases and clauses by utilizing all four sentences in a cohesive writing.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. (7.1b) Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (7.1c)		Group activity – compose a paragraph containing one of each sentence type; exchange with partners to identify the types of sentences Super sentences – creating and building sentences
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls specific terminology, such as: clause, complex sentence, compound sentence, compound-complex sentence, grammar, phrase, relationship, sentence, simple sentence, usage performs basic processes, such as: using grade-appropriate grammar and usage in isolation However, the student exhibits major errors or omissions regarding the more complex ideas and processes.		Practice definitions/meanings of vocabulary Given 10 sentences, students can identify types of sentences.
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

ELA-07.L.01.b

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA-07.L.01b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Student Learning Targets:

Knowledge Targets

I can identify conventions of grammar related to sentence structure with few if any errors.
I can understand sentence structure and choose writing strategies to create sentences.
I can identify appropriate conventions of sentence structure; i.e. simple, compound sentences, fragments, run-ons, and declarative, interrogative, imperative, exclamatory.
I can identify various types of sentences. i.e. simple, compound, complex.
I can identify sentence structures.
I can punctuate and capitalize correctly.

Reasoning Targets

I can analyze and classify conventions of grammar.
I can distinguish between different types of sentences. i.e., simple, compound, complex.

Skills (Performance) Targets

I can show understanding of clauses and phrases.
I can vary sentence structure.
I can use correct conventions of grammar to create effective sentences.
I can use simple and compound sentences.
I can assemble examples of the different types of sentences. i.e., simple, compound, complex.
I can write using the three types of sentences ie. simple, compound, complex.
I can use correct capitalization in my writing.
I can punctuate correctly.

Product Targets

I can produce a piece of writing that uses correct conventions of grammar and usage.
I can write the four sentence types and punctuate correctly; i.e. declarative, interrogative, imperative, exclamatory.
I can write a variety of examples of each sentence type. i.e., simple, compound, complex.
I can construct simple, compound and complex sentences.

Resources

Websites

Vocabulary

ELA-07.L.01.c

7th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ELA-07.L.01c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Student Learning Targets:

Knowledge Targets

I can identify conventions of grammar related to sentence structure with few if any errors.
I can understand sentence sructure and choose writing strategies to create sentences.
I can identify appropriate conventions of sentence structure; i.e. simple, compound sentences, fragments, run-ons, and declarative, interrogative, imperative, exclamatory.
I can identify various types of sentences. i.e. simple, compound, complex.
I can identify sentence structures.
I can punctuate and capitalize correctly.

Reasoning Targets

I can analyze and classify conventions of grammar.
I can distinguish between different types of sentences. i.e., simple, compound, complex.

Skills (Performance) Targets

I can show understanding of clauses and phrases.
I can vary sentence structure.
I can use correct conventions of grammar to create effective sentences.
I can use simple and compound sentences.
I can assemble examples of the different types of sentences. i.e., simple, compound, complex.
I can write using the three types of sentences ie. simple, compound, complex.
I can use correct capitalization in my writing.
I can punctuate correctly.

Product Targets

I can produce a piece of writing that uses correct conventions of grammar at the level of word, sentence, and paragraph.
I can write the four sentence types and punctuate correctly; i.e. declarative, interrogative, imperative, exclamatory.
I can write a variety of examples of each sentence type. i.e., simple, compound, complex.
I can construct simple, compound and complex sentences.

Resources

Websites

Vocabulary