Learning Progression

Quality of Writing: Narrative: Editing

Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4	Grade 5	Grade 6	Grade 7	Grade 8	Module 2 - Argumentative
		E03.C.1.3.3 Use temporal words and phrases to signal event order. When grade appropriate instruction pertaining to an eligible content should begin	E03.C.1.3.3 Use temporal words and phrases to signal event order. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		E04.C.1.3.3 Use a variety of transitional words and phrases to manage the sequence of events. When grade appropriate instruction pertaining to an eligible content should begin		E04.C.1.3.3 Use a variety of transitional words and phrases to manage the sequence of events. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		E05.C.1.3.3 Use a variety of transitional words, phrases, and clauses to manage the sequence of events. When grade appropriate instruction pertaining to an eligible content should begin			E05.C.1.3.3 Use a variety of transitional words, phrases, and clauses to manage the sequence of events. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		E06.C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another. When grade appropriate instruction pertaining to an eligible content should begin				E06.C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		E07.C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another. When grade appropriate instruction pertaining to an eligible content should begin					E07.C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
		E08.C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence, to signal shifts from one time frame or setting to another, and to show the relationships among experiences and events. When grade appropriate instruction pertaining to an eligible content should begin						E08.C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence, to signal shifts from one time frame or setting to another, and to show the relationships among experiences and events. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
CC.1.4.1.Q Use a variety of words and phrases. When grade appropriate instruction pertaining to an eligible content should begin	CC.1.4.1.Q Use a variety of words and phrases. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
CC.1.4.2.Q Choose words and phrases for effect When grade appropriate instruction pertaining to an eligible content should begin		CC.1.4.2.Q Choose words and phrases for effect When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
E03.D.2.1.1 Choose words and phrases for effect. When grade appropriate instruction pertaining to an eligible content should begin			E03.D.2.1.1 Choose words and phrases for effect. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E04.D.2.1.2 Choose punctuation for effect. When grade appropriate instruction pertaining to an eligible content should begin	E04.D.2.1.2 Choose punctuation for effect. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
E04.D.2.1.3 Choose words and phrases for effect. When grade appropriate instruction pertaining to an eligible content should begin				E04.D.2.1.3 Choose words and phrases for effect. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E04.D.2.1.1 Choose words and phrases to convey ideas precisely. When grade appropriate instruction pertaining to an eligible content should begin	E04.D.2.1.1 Choose words and phrases to convey ideas precisely. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E04.C.1.3.4 Use concrete words and phrases and sensory details to convey experiences and events precisely. When grade appropriate instruction pertaining to an eligible content should begin	E04.C.1.3.4 Use concrete words and phrases and sensory details to convey experiences and events precisely. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E05.D.2.1.3 Choose punctuation for effect. When grade appropriate instruction pertaining to an eligible content should begin		E05.D.2.1.3 Choose punctuation for effect. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
E05.D.2.1.4 Choose words and phrases for effect. When grade appropriate instruction pertaining to an eligible content should begin					E05.D.2.1.4 Choose words and phrases for effect. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E05.D.2.1.2 Choose words and phrases to convey ideas precisely. When grade appropriate instruction pertaining to an eligible content should begin		E05.D.2.1.2 Choose words and phrases to convey ideas precisely. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E05.C.1.3.4 Use concrete words and phrases and sensory details to convey experiences and events precisely. When grade appropriate instruction pertaining to an eligible content should begin		E05.C.1.3.4 Use concrete words and phrases and sensory details to convey experiences and events precisely. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E06.C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. When grade appropriate instruction pertaining to an eligible content should begin			E06.C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
						E07.D.2.1.1 Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. When grade appropriate instruction pertaining to an eligible content should begin	E07.D.2.1.1 Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
						E07.C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. When grade appropriate instruction pertaining to an eligible content should begin	E07.C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
						E08.C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. When grade appropriate instruction pertaining to an eligible content should begin		E08.C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E04.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). When grade appropriate instruction pertaining to an eligible content should begin	E04.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E05.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). When grade appropriate instruction pertaining to an eligible content should begin		E05.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E06.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). When grade appropriate instruction pertaining to an eligible content should begin			E06.D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
				E05.D.2.1.1 Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. When grade appropriate instruction pertaining to an eligible content should begin	E05.D.2.1.1 Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
					E06.D.2.1.1 Vary sentence patterns for meaning, reader/listener interest, and style. When grade appropriate instruction pertaining to an eligible content should begin	E06.D.2.1.1 Vary sentence patterns for meaning, reader/listener interest, and style. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
					E07.D.2.1.2 Vary sentence patterns for meaning, reader/listener interest, and style. When grade appropriate instruction pertaining to an eligible content should begin		E07.D.2.1.2 Vary sentence patterns for meaning, reader/listener interest, and style. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E04.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When grade appropriate instruction pertaining to an eligible content should begin	E04.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E05.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When grade appropriate instruction pertaining to an eligible content should begin		E05.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E06.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When grade appropriate instruction pertaining to an eligible content should begin			E06.D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			E07.D.1.1.7 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When grade appropriate instruction pertaining to an eligible content should begin				E07.D.1.1.7 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
			C.A.3.1.5 Demonstrate correct sentence formation. When grade appropriate instruction pertaining to an eligible content should begin						C.A.3.1.5 Demonstrate correct sentence formation. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
				E05.D.1.1.4 Recognize and correct inappropriate shifts in verb tense. When grade appropriate instruction pertaining to an eligible content should begin	E05.D.1.1.4 Recognize and correct inappropriate shifts in verb tense. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
				E06.D.1.1.5 Recognize and correct inappropriate shifts in verb tense. When grade appropriate instruction pertaining to an eligible content should begin		E06.D.1.1.5 Recognize and correct inappropriate shifts in verb tense. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
				E07.D.1.1.6 Recognize and correct inappropriate shifts in verb tense. When grade appropriate instruction pertaining to an eligible content should begin			E07.D.1.1.6 Recognize and correct inappropriate shifts in verb tense. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
							E08.D.1.1.4 Recognize and correct inappropriate shifts in verb voice and mood. When grade appropriate instruction pertaining to an eligible content should begin	E08.D.1.1.4 Recognize and correct inappropriate shifts in verb voice and mood. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
					E06.D.1.1.3 Recognize and correct inappropriate shifts in pronoun number and person. When grade appropriate instruction pertaining to an eligible content should begin	E06.D.1.1.3 Recognize and correct inappropriate shifts in pronoun number and person. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
					E06.D.1.1.4 Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). When grade appropriate instruction pertaining to an eligible content should begin	E06.D.1.1.4 Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content
						E07.D.1.1.3 Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. When grade appropriate instruction pertaining to an eligible content should begin	E07.D.1.1.3 Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Learning Progression

Quality of Writing: Narrative: Editing

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