a. Use commas in addresses.
b. Use commas and quotation marks in dialogue.
c. Use commas and quotation marks to mark direct speech and quotations from a text.
d. Use a comma before a coordinating conjunction in a compound sentence.
e. Use a comma to separate an introductory element from the rest of a sentence.
f. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g., It’s true, isn’t it?) and to indicate direct
address (e.g., Is that you, Steve?)
g. Use underlining, quotation marks, or italics to indicate titles of works.
Practice:
h. Use commas in greetings and closings of letters.
i. Use an apostrophe to form contractions and frequently occurring possessives.
j. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy →
boil).
k. Form and use possessives.
l. Use conventional spelling for high-frequency and other studied words.
m. Add prefixes and suffixes to base words (e.g., sitting, smiled, cries, happiness).
n. Use punctuation to separate items in a series.
o. Spell grade-appropriate words correctly, consulting references as needed and/or using
spelling patterns and generalizations. (e.g., word families,
Display proficiency in:
p. Capitalize dates and names of people.
q. Use end punctuation for sentences.
r. Use commas in dates and to separate single words in a series.
s. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
t. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
u. Capitalize holidays, product names, and geographic names.
v. Capitalize important words in titles.
Student Learning Targets:
Knowledge Targets
I can identify proper nouns, holidays, product names and geographical names that need to be capitalized.
I can name different types of punctuation.
Reasoning Targets
I can
Skills (Performance) Targets
I can recognize and use correct capitalization in my writing.
I can use punctuation correctly in my writing.
I can use common spelling patterns when writing words.
I can spell high-frequency words correctly.
Proficiency Scale
The Student can ...
1 Beginning
... with help, 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).
Start
2 Developing
... 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).
Simple
3 Proficient
“The Standard.” ... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
Scoring Rubric
Score
Description
Sample Activity
4.0
Student is able to:
Make no errors in capitalization, punctuation and spelling
The writing is easy to read
The student may write about the same topics, but the writing conventions of capitalization, punctuation and spelling are advanced according to the indicators for a Level 4.
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.” Student is able to
Make minimal errors in capitalization, punctuation and makes minimal errors in grade appropriate spelling
The writing is easy to read
Students will be writing opinion, informative and narrative pieces. Some pieces will be edited and published for an outside audience to read.
2.5
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0
The student:
Makes some errors in capitalization, punctuation and spelling
Errors are noticeable and interrupt the flow
See Level 3 for example of task.
1.5
In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0
The student:
Makes many errors in capitalization, punctuation and spelling
The errors are noticeable and greatly interrupt the flow
See Level 3 for example of task.
0.5
Limited or no understanding of the skill is demonstrated.
Teacher Proficiency Scale