Core Standards/Power Indicators 6 Strand 1: Students use a variety of sentences to address purpose and audience. Indicator 5.6.8 Use simple sentences and compound sentences in writing. Determine the effect of using simple and compound sentences in writing. Distinguish between dependent and independent clauses by using rules of sentence structure. Use punctuation clues as indicators for identifying types of clauses. Distinguish between characteristics of fluent sentence structure, and sentences containing run-ons and fragments. Construct a variety of sentences using simple and compound sentence structure. 4.6.3 Create interesting sentences by using words that describe, explain or provide additional details and connections such as verbs, adjectives, adverbs, appositives, participle phrases, prepositional phrases and conjunctions. 4.6.2 Using simple sentences and compound sentences Explain how combining clauses makes writing more interesting and fluent. Compare the effect of sentences using modifiers to sentences lacking modifiers for interest level. Distinguish between dependent and independent clauses by using rules of sentence structure. Construct a variety of sentences using simple and compound sentence structure. 3.6.2 Write correctly complete sentences of statement, command, question or exclamation, with final punctuation. Identify types of sentences based on punctuation, and change intent of sentence by changing punctuation. Compose sentences that apply knowledge of sentence types using appropriate punctuation. 2.6.3 Use the correct word order in written sentences. 2.6.2 Distinguish between complete and incomplete sentences. Construct sentences in a logical order using prior knowledge of speech patterns, and intent of speaker. Use correct capitalization and punctuation to identify sentence type. Organize sentences applying rules of structure, capitalization and punctuation. Recognize dependent clauses, and steps needed to create complete sentences. Remove parts of complete sentences to create dependent clauses. 1.6.2 Write in complete sentences. Identify characteristics of a complete sentence. Create sentences using identified sentence characteristics. Strand 2: Students identify and use grade appropriate speech and grammar. 1 Core Standards/Power Indicators 6
Indicator: Parts of Speech/Grammar 5.6.4 Identify and correctly use modifiers (words or phrases that describe, limit, or qualify another word) and pronouns (he/his, she/her, they/their, it/its). 5.6.2 Use transitions (however, therefore, on the other hand) and conjunctions (and, or, but) to connect ideas. 5.6.1 Identify and correctly use prepositional phrases (for school or In the beginning), appositives (We played the Cougars, the team from Newport), main clauses (words that express a complete thought), and subordinate clauses (clauses attached to the main clause in a sentence). Recognize adjectives and adverbs, and apply within story writing. Correctly recognize and rename nouns with appropriate pronoun(s). Categorize parts of speech within sentences. Recognize transitions and dependent clauses within story writing. Use transitional phrases to improve writing fluency. Differentiate between independent and dependent clauses using rules of sentence structure. Label prepositional phrases within sentences. Create appositives to rename the item being described. (subject/object) Construct sentences in stories using prepositional phrases and clauses that add variety and description. 4.6.4 Identify and use in writing regular (live/lived) and irregular verbs (swim/swam) adverbs and prepositions. 4.6.4 is not a core indicator although it supports a core standard. Recognize use of regular and irregular verbs, adverbs and prepositions in writing. Categorize parts of speech within sentences Construct sentences to enhance writing through the use of regular and irregular verbs, adverbs and prepositions. 3.6.5 Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing. 3.6.4 Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing. 3.6.3 Identify and use subjects and verbs that are in agreement (we are instead of we is) Distinguish between the use of a/an based on vowel, vowel sound and consonant. Identify and apply to writing the use of pronouns, adjectives, articles and compound words. Identify patterns in verb tenses and locate within sentences. 2.6.4 Identify and correctly write various parts of speech, including nouns (words that name people, places, or things) and verbs (words that express action or help make a statement). Separate simple sentences to identify and label various parts of speech including nouns and verbs. 1.6.3 Identify and correctly use singular and plural nouns (dog/dogs) Use illustrations and writing to show understanding of singular and plural nouns. Understand and apply rules of plurality in writing. 2 Core Standards/Power Indicators 6
Strand 3: Students use grade appropriate capitalization and punctuation. Indicator: Capitalization/Punctuation 5.6.6 Use correct capitalization. 5.6.6 is not a core indicator although it supports a core standard. Create written pieces using correct capitalization. 4.6.7 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations and the first word in quotations, when appropriate. 4.6.7 is not a core indicator although it supports a core standard. Use capitalization when referring to periodicals, works of art, songs and the beginning of quotes when appropriate. 4.6.5 Use parenthesis to explain something that is not considered of primary importance to the sentence, commas in direct quotations (He said, I d be happy to go. ), apostrophes to show possession (Jim s shoes, the dog s food), and apostrophes in contractions (can t, didn t, won t). Use parentheses correctly to add secondary information in writing. Construct contractions using apostrophes to combine words. 3.6.7 Capitalize correctly geographical names, holidays, historical periods and special events. 3.6.7 is not a core indicator although it supports a core standard. Use capitalization when referring to geographical names, holidays, historical periods and special events. 2.6.7 Capitalize all proper nouns (names of specific people or things, such as Mike, Indiana, Jeep), words at the beginning of sentences and greetings, months and days of the week, and titles (Dr., Mr., Mrs., Miss) and initials in names. 2.6.6 Use quotation marks correctly to show that someone is speaking. Identify and apply rules of capitalization. Identify the dialogue and the dialogue tag in the sentence. Use dialogue and quotation marks to enhance writing. 1.6.7 Capitalize the first word of a sentence, names of people, and the pronoun I. Identify and apply rules of capitalization. 1.6.6 Correctly use periods (I am five.), exclamation points (Help!), and questions marks (How old are you?) at the end of the sentences. Identify and apply rules of end punctuation in writing. K.1.6 Recognize and name all capital and lowercase letters of the alphabet. Recognize and match capital and lowercase letters. Write capital and lowercase letters of the alphabet, correctly shaping and spacing letters. K.1.5 Distinguish letters from words. Demonstrate that writing has meaning by using pictures, letters and words to convey ideas. 3 Core Standards/Power Indicators 6
Spell independently by using letter sounds. Strand 4: Students use grade appropriate spelling conventions. Indicator: Spelling 5.6.7 Spell roots or bases of words, prefixes, suffixes, contractions and syllable constructions correctly. 5.6.7 is not a core indicator although it supports a core standard. Spell correctly words containing multiple syllables. Apply spelling rules to contractions. Use letter/sound knowledge, word families, word parts and rules to spell syllable constructions. (in-for-ma-tion) 4.6.8 Spell correctly roots, inflections(words like care/careful, caring) words with more than one acceptable spelling, suffixes, and prefixes, and syllables(su-prise) 4.6.8 is not a core indicator although it supports a core standard. Combine roots, suffixes and prefixes to correctly spell words. Identify and apply appropriate rules for adding word endings. Recognize acceptable spelling based on sentence context. Use letter/sound knowledge, word families, word parts and rules to spell syllable constructions. (in-for-ma-tion) 3.6.8 Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn t, can t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from y to ies to make plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare). Spell correctly one-syllable words with blends. Spell contractions, homophones, and compound words correctly. Spell correctly plural forms. Apply common spelling patterns. 2.6.8 Spell correctly words like was, were, says, said, who, what, and why, which are used frequently but do not fit common spelling patterns. Correctly spell frequently used words that do not fit common spelling patterns. 1.6.8 Spell correctly three- and four- letter words and grade-level appropriate sight words. 1.6.8 is not a core indicator although it supports a core standard. Apply spelling conventions to three- and four- letter words. K.6.2 Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names. Use sounds of the alphabet letters to spell independently. Strand 5: Students use legible grade appropriate printing or writing. Indicator: Handwriting 4 Core Standards/Power Indicators 6
4.6.1 Write smoothly and legibly in cursive, forming letters and words that can be read by others 3.6.1 Write legibly in cursive, leaving space between, words in a sentence, and words and the edges of the paper. 4.6.1 and 3.6.1 are not core indicators although they extend core standards in previous grades. Write legibly so others can read what is written. 2.6.1 Form letters correctly and space words and sentences properly so that writing can be read easily by another person. Print legibly with correct spacing between letters, words and sentences. 1.6.1 Print legibly and space letters, words, and sentences appropriately. Print legibly with correct spacing between letters, words and sentences. K.6.1 Write capital and lowercase letters of the alphabet, correctly shaping and spacing letters. Write capital and lowercase letters of the alphabet, correctly shaping and spacing letters. 5 Core Standards/Power Indicators 6