| Spells some high frequency words correctly (one-three letters)
| Identifies capital letters during shared reading and writing
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| Uses beginning and ending sounds to write words
| Understands use of end marks in writing
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| Understands that the sequence of letters in a word matches the sequence of sounds
| Uses pronouns as substitutes for nouns
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| Uses classroom resources (word walls) to find and check known words
| Uses correct singular and plural nouns orally
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| Capitalizes pronoun “I”
| Uses legible handwriting
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| Capitalizes first letter in first and last name
| Understands and applies directionality and spacing of letters (writes upper and lowercase letters; writes from left to right; writes letters reasonably close to one another)
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| Spells first-grade high-frequency words correctly
| Identifies capital letters during shared reading and writing
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| Uses beginning, middle and ending sounds in phonetic spelling
| Uses pronouns as substitutes for nouns
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| Uses first-grade spelling patterns(onset and rime-bat, cat, fat; short vowel patterns – hat, pet, sip; Blends –st, tr, dr; long vowel silent-make, like)
| Uses complete sentences
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| Uses classroom resources (word walls) to find and check known words
| Uses end marks correctly- period, exclamation, question mark
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| Capitalizes first word in sentence; days of week and months of year; names of people
| Uses legible handwriting
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| Explains uses of pronouns as substitutes for nouns; uses singular and plural nouns correctly (tooth, teeth)
| Understands and applies directionality and spacing of letters (upper and lower case; spaces between words, sentences; writes from left to right)
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| Spells high-frequency words correctly
| Capitalizes first word in greeting and closing of a letter
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| Uses phonetic approximations of challenging words
| Uses comma after greeting and closing a friendly letter
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| Uses grade-level appropriate spelling patterns (cuzin for cousin)
| Uses some quotation marks in dialogue
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| Uses grade-level appropriate spelling patterns
| Uses colon when writing time- 2:30
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| Indicates words that may be misspelled
| Uses apostrophes correctly in contractions (don’t)
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| Uses spelling resources: word walls, dictionaries, peers, etc.
| Uses legible handwriting- maintains consistent size, spacing, and formation in handwriting, especially in published work
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| Capitalizes local geographic names (Everett, Seattle)
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| Spells high-frequency words correctly (there/their)
| Capitalizes person’s title- President Obama vs. the president
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| Uses phonetic approximations of challenging words
| Capitalizes first word inside quotation mark
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| Uses grade-level appropriate spelling patterns-unusual vowel pattern, e.g., aw, ou, oy; plural rules; affixes (un-, pre-, ad); double consonant rules-hopping, hotter
| Capitalizes: proper nouns
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| Recognizes words that are misspelled and corrects them
| Uses period after an abbreviation or initial
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| Uses spelling resources: word walls, dictionaries, peers, etc.
| Maintains consistency in printing and cursive handwriting
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| Uses comma between city and state
| Uses comma in compound sentence
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| Uses commas in a series
| Uses commas in numbers greater than four digits
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| Uses quotation marks in dialogue
| Use apostrophe in possessive nouns- dog’s house; the dogs’ houses
|
| Usage rules: would have vs. would of; correct pronoun as subject (I vs. me); consistent verb tense; uses future tense correctly especially in dialogue; does not use double negatives; homonyms (it’s/its; your/you’re; their, there, they’re; too/to/two
| |
| Develops a personal spelling list
| Single/plural agreement between nouns and modifiers
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| Capitalizes important words in a title of book or article
| Correct placement of pronouns
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| Capitalizes abbreviations correctly
| Among (more than two) vs. between (two)
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| Comma to set off titles or initials
| Uses conjunctions logically
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| Comma after an introductory phrase
| Uses prepositions correctly
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| Italics, underlining, or quotation marks for titles
| Uses collective nouns
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| Colon after greeting in a business letter
| Does not use comma splices
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| Ellipsis correctly (to show omitted words, to show pause)
| Comma after date or address within text
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| Self corrects spelling errors
| Commas to set off interjections or explanatory phrases
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| Quotation marks in dialogue correctly
| Hyphen to join numbers
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| Develops a personal spelling list
| Hyphen in numbers
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| Capitalizes brand names
| Semicolon between two independent clauses
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| Capitalizes geographic regions
| Subject vs. object pronouns correctly
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| Periods in abbreviations
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| Apostrophe to show quotation within a quotation in dialogue
| Maintains a consistent person
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| Appositive Phrases
| Multiple strategies to spell
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| Capitalizes languages, races, nationalities, and religions
| Paragraph conventions
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| Comma
| Parallel construction when listing verbs particularly in informational and technical writing
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| Commas in appositives
| Parentheses correctly
|
| Commas to set off direct address
| Parts of Speech
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| Detailed labeling, captions, headings, and subheadings
| Prepositional Phrase
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| Distinguish between dependent and independent clauses
| Semi-Colon
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| Fragments in dialogue as appropriate
| Semicolon correctly between two independent clauses connected by a conjunctive adverb
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| Infinitive Phrases
| Sentence Combining
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| Introduction to advanced syntax techniques like anaphora and repetition
| Shows agreement of pronoun and its referent
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| Know and use four basic sentence types
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| Adverbs vs. adjectives correctly
| Experiment with reverse sentence order
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| Bullets in technical writing
| Hyphen to prevent confusion
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| Capitals correctly in outline or list
| Parallel to construction of elements in a list
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| Commas to separate an interrupter
| Relationships between verbs, objects and complements
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| Comparative and superlative adjectives
| Semicolons to separate groups that contain commas
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| Consistent capitalization when formatting technical documents
| Use of stanzas and other textual markers
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| Creative manipulation of independent and dependent clauses
| Use of quotations
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| Active voice except when passive voice is appropriate
| Either or and neither nor
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| Appropriate punctuation when writing in other languages
| Dash to indicate emphasis or sudden break, to set off an introductory series, or to show interrupted speech
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| Avoids dangling modifiers
| Parallel construction in clauses
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| Brackets around an editorial correction or to set of added words
| That vs. which and that vs. who
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| Commas to set off nonrestrictive clauses
| Who vs. whom
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| Commonly confused words correctly
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