Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize first word in sentence and pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize first word in sentence and pronoun I. • Recognize and use end punctuation. • Spell simple words phonetically.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. • Capitalize proper nouns. • Use commas and apostrophes appropriately. • Spell words drawing on common spelling patterns. • Consult reference material as needed.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Explain the function of phrases and clauses in general and their function in specific sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Explain the function of phrases and clauses in general and their function in specific sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Explain the function of verbals (i.e., gerunds, participles, and infinitives) in general and their function in particular sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Explain the function of verbals (i.e., gerunds, participles, and infinitives) in general and their function in particular sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use regular and irregular plural nouns.


When grade appropriate instruction pertaining to an eligible content should begin

Form and use regular and irregular plural nouns.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use abstract nouns (e.g., childhood).


When grade appropriate instruction pertaining to an eligible content should begin

Use abstract nouns (e.g., childhood).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Ensure subject-verb and pronoun-antecedent agreement.


When grade appropriate instruction pertaining to an eligible content should begin

Ensure subject-verb and pronoun-antecedent agreement.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Ensure subject-verb and pronoun-antecedent agreement.


When grade appropriate instruction pertaining to an eligible content should begin

Ensure subject-verb and pronoun-antecedent agreement.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Ensure subject-verb and pronoun-antecedent agreement.


When grade appropriate instruction pertaining to an eligible content should begin

Ensure subject-verb and pronoun-antecedent agreement.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Ensure subject-verb and pronoun-antecedent agreement.


When grade appropriate instruction pertaining to an eligible content should begin

Ensure subject-verb and pronoun-antecedent agreement.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use regular and irregular verbs.


When grade appropriate instruction pertaining to an eligible content should begin

Form and use regular and irregular verbs.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).


When grade appropriate instruction pertaining to an eligible content should begin

Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).


When grade appropriate instruction pertaining to an eligible content should begin

Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).


When grade appropriate instruction pertaining to an eligible content should begin

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use verbs in the active and passive voice.


When grade appropriate instruction pertaining to an eligible content should begin

Form and use verbs in the active and passive voice.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.


When grade appropriate instruction pertaining to an eligible content should begin

Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use verb tense to convey various times, sequences, states, and conditions.


When grade appropriate instruction pertaining to an eligible content should begin

Use verb tense to convey various times, sequences, states, and conditions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb tense.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb tense.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb tense.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb tense.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb tense.


When grade appropriate instruction pertaining to an eligible content should begin

Recognize and correct inappropriate shifts in verb tense.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in verb voice and mood.


When grade appropriate instruction pertaining to an eligible content should begin

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

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty, or describing a state contrary to fact).


When grade appropriate instruction pertaining to an eligible content should begin

Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action, expressing uncertainty, or describing a state contrary to fact).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).


When grade appropriate instruction pertaining to an eligible content should begin

Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).


When grade appropriate instruction pertaining to an eligible content should begin

Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use intensive pronouns (e.g., myself, ourselves).


When grade appropriate instruction pertaining to an eligible content should begin

Use intensive pronouns (e.g., myself, ourselves).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Recognize and correct inappropriate shifts in pronoun number and person.


When grade appropriate instruction pertaining to an eligible content should begin

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

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).


When grade appropriate instruction pertaining to an eligible content should begin

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

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.


When grade appropriate instruction pertaining to an eligible content should begin

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).


When grade appropriate instruction pertaining to an eligible content should begin

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Form and use prepositional phrases.


When grade appropriate instruction pertaining to an eligible content should begin

Form and use prepositional phrases.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use coordinating and subordinating conjunctions.


When grade appropriate instruction pertaining to an eligible content should begin

Use coordinating and subordinating conjunctions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce simple, compound, and complex sentences.


When grade appropriate instruction pertaining to an eligible content should begin

Produce simple, compound, and complex sentences.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

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

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

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

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

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

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.


When grade appropriate instruction pertaining to an eligible content should begin

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.


When grade appropriate instruction pertaining to an eligible content should begin

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

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.


When grade appropriate instruction pertaining to an eligible content should begin

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

Vary sentence patterns for meaning, reader/listener interest, and style.


When grade appropriate instruction pertaining to an eligible content should begin

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

Vary sentence patterns for meaning, reader/listener interest, and style.


When grade appropriate instruction pertaining to an eligible content should begin

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

Demonstrate correct sentence formation.


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate correct sentence formation.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.


When grade appropriate instruction pertaining to an eligible content should begin

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

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

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

Choose words and phrases to convey ideas precisely.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases to convey ideas precisely.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Use correlative conjunctions (e.g., either/or, neither/nor).


When grade appropriate instruction pertaining to an eligible content should begin

Use correlative conjunctions (e.g., either/or, neither/nor).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

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

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

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

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

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

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

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

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

Choose words and phrases for effect.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases for effect.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Choose words and phrases to convey ideas precisely.


When grade appropriate instruction pertaining to an eligible content should begin

Choose words and phrases to convey ideas precisely.


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content

Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).


When grade appropriate instruction pertaining to an eligible content should begin

Demonstrate correct grammar and usage (e.g., verb and pronoun form and agreement, modifiers and transitions, word order and syntax).


When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content