Teacher Checklist Template
Standard: ELA5C1
The student demonstrates understanding and control of the rules of the English language,
realizing that usage involves the appropriate application of conventions and grammar in
both written and spoken formats.
Criteria/Elements/Performance Indicators
Identify Parts of Speech/Sentences inWriting

Noun-subject- person, place, thing, idea, quality

Verb- predicate-action word

Adjective- modifier-describes

Adverb- how something is done

Preposition

Interjection

Conjunction

Verb Phrases

Verb Tenses (past, present, etc.)

Identify part of speech by placement in sentence
Use Parts of Speech/Sentences in Writing

Noun-subject- person, place, thing, idea, quality

Verb- predicate-action word

Adjective- modifier-describes

Adverb- how something is done

Preposition

Interjection

Conjunction

Verb Phrases

Verb Tenses (past, present, etc.)
Not Yet
0
Some
Evidence
1
Identifies Types of Sentences

Exclamatory

Declarative

Imperative

Interrogative

Simple

Compound

Complex

Compound Complex

Functional Fragment

Fragment

Run-on
Writes Types of Sentences

Exclamatory

Declarative

Imperative

Interrogative

Simple

Compound

Complex

Compound Complex
Varies Types of Sentences Used in Writing

Different kinds

Different order

Different complexity
Revises/Edits Written Sentences

Combines sentences

Adds modifiers

Deletes modifiers

Eliminates fragments

Eliminates run-ons

Checks spelling
Uses Appropriate Writing Mechanics

Punctuation (overall)
-quotation marks
-apostrophes
-commas in compound sentences

Indents paragraphs
Figure 3.16
Suggested Vocabulary:
written expression
noun (common & proper)
subject
verb
predicate
adjective
pronoun
adverb
conjunction
preposition
identify
delete
modify
combine
interjection
verb phrase
verb tense
sentence types (simple, compound, complex, compound complex, run-on, fragment,
declarative, interrogative, imperative, exclamatory)
sentence structure
mechanics
varies
standard English
apostrophe
quotation marks
paragraph indentation
proofread
clause (independent & dependent)
Student Checklist: Tie-in to 5th Grade ELA standard (ELA5C1)
Task: Write a 3 paragraph essay persuading your classmates to support a bill you are
sponsoring to benefit the school.
Other Standards: SS.5.2.3
ELASC1
SS.5.2.2
Criteria / Elements/Performance Indicators
1st Paragraph/Introduction

Did your topic sentence engage the reader?

Did you identify a current problem?

Did you offer a possible solution?
2nd Paragraph

Is your proposal/bill clearly stated?



Why is this an important change?
What facts did you use?
How would this bill be implemented?

How does your bill promote the common
good?
3rd Paragraph/Closing

Did you restate your topic (importance)?

How will this impact others?

Do you have a powerful closing?
Mechanics

Did you use complete sentences?

Did you use a variety of sentence types?

Did you indent paragraphs?

Did you check spelling?

Did you check punctuation?
ELA5W2
Not Yet
0
ELA5W2
Some
Evidence
1
Extension Activities:
-Students present their bills to the class
-Students vote on their favorite proposed bill (results of votes can be graphed- math
standards)
-Students work together/small groups to revise bills
-Bills are presented to principal and/or other classes