Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
McRel Alignment
Go to Writing Process
Go to Composition Structure
Go to Basic Grammar and Usage
Go to Conventions: Capitalization
Go to Conventions: Punctuation
Go to Conventions: Spelling
State Standards
ISAT Cut Scores
New Vocabulary
Capitalization
State
Standard and
Benchmark
1
Composition and Structure
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Grammar and Usage
Sample Assessment
and Sample Quizzes
Sample
Sequence
Punctuation
Minimum
Hours
Allotted
Writing Process
Sample Teaching
Strategy
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Writing Composition and the Writing Process
Pre-Writing
Skills
726.01. a
Understand
and use the
writing process
(brainstorming/
outlining)
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning:
Teacher observation:
Colors should reflect good
organization and emphasis on
the preponderance of red
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Return to Top
Make a power point presentation listing the
steps of the writing process and make a
bulletin board that you can refer to often.
Expository Writing
Brainstorm selected topic using computer
software or graphic organizers such as
cluster/web. Convert this into an outline.
Model and practice compound sentence as
possible topic sentence.
After writing sample paragraph, highlight the
outline and conclusion in green, transitions in
yellow and details in red. Explain that there
should be mostly red because the details are
important.
Sample essay outline
Narrative Writing
Brainstorm verbiage such as figurative
language and rich word choices
2
Sample
Resource
s
Family
Links:
Sample
writing
prompts--
Six Traits
Prompts
Webpage
Step up to
Writing
Section 2-7
Organizing
paragraphs
Section 220
Topic
sentences
www.sophri
swest.com
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Drafting and
Revising Skills
726.01.c
Identify and
use appropriate
style and
vocabulary for
a particular
audience
726.02b
Incorporate a
variety of
elements of
writing:
Alliteration
Simile
Metaphor
Personification
Word Choice
726.02c
Convey clear
and focused
main ideas
3
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher observable
Written first draft follows outline.
Uses clear and specific details
and example
Selected format reflects good
choice for topic and audience
Teacher
Observable
DWA
ECA
ISAT
Revising – use Write Traits rubric
on the 1st 5 traits or use a
teacher generated rubric (see
sample teaching strategy on next
row) with columns for peer and
student checks
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Drafting - Demonstrate drafting by following
the outline generated in pre-writing turning
items into sentences or groups of sentences.
Try having students choose a variety of
formats using the same topic and explore the
impact of each format. (examples newspaper
article, short descriptive essay, persuasive
paper, letter, diary entry)
Revising - Have the students do at least two
readings of their writing.
First, focus on the article’s content and
organization. Teacher may generate
questions, such as: Does the introduction state
the main idea? Are there sufficient details?
Do the details logically support each point?
Does the conclusion summarize the body
paragraphs and refer to the main idea? This
could be set up in rubric form giving tips for
revision techniques. Write Trait’s focus will be
on ideas and content, organization.
In the second reading, the focus is on style,
they should go back and look for ways to make
the writing sound better. The write traits, word
choice, sentence fluency, and voice, are the
focus in this second reading.
Possible Mini lessons:

writing a variety of sentences from
simple to complex for sentence
fluency

combining sentences to make
compound and complex sentences

using infinitive phrases to denote
emphasis

writing an inviting lead to hook the
reader

writing strong conclusions

using a thesaurus to enhance word
choice
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Use Editing
and Proofreading
Processes
726.02.a
Determine and
apply rules and
conventions
Local
Curriculum
Minimum
Hours
Allotted
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher Observable
Papers submitted will be
checked for accuracy using a
teacher generated rubric (see
sample teaching strategy) or
Write Traits rubric
Practice editing on transparencies with the
overhead projector. Then have them edit own
paper with a peer. Two sets of eyes are better
than one when trying to find mistakes. Use a
rubric to check off that paper was checked for:

punctuation

capitals

complete sentence
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample writing rubric
Teacher
Observable
DWA
ECA
ISAT
Writing Composition and Structure
Appropriate
Format
726.01.b
Write in a
variety of
formats
726.03.b
Sample
Sequence
©State of Idaho 2003
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Teaching
Strategy
Return to Top
For Learning:
Teacher Observable
Student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Paragraph organization (refer to Prewriting skills)
Model and use graphic organizers for
letter, essay, newspaper article, memo,
limerick, poetry etc.
Writing a news report
Poem organizer?
Variety of
Formats
726.01.b
Write in a
variety of
formats
4
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample
Resource
s
For Learning:
Teacher observable
Student writing
Of Learning:
See Composition Forms for
Sample Test Items
Try having students choose a variety of
formats using the same topic and explore the
impact of different formats. (examples
newspaper article, short descriptive essay,
persuasive paper, letter, diary entry)
Purposes:

to express self

to inform

to create

to explain

to persuade

to entertain
Family
Links:
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Appropriate
Style and
Vocabulary
726.01.c
identify and use
appropriate
style and
vocabulary for
a particular
audience
726.02c
Convey clear
and focused
main ideas
726.04.c
Figurative
Language
Variety of
Elements
726.05a
726.02b
Incorporate a
variety of
elements of
writing:
Alliteration
Simile
Metaphor
Personification
Word Choice
5
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher observable
Student writing
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Read several beginning paragraphs from good
literature, then brainstorm the commonalities
observed in the sample opening paragraphs.
Model the different lead types for the same
story. Have students pick the best. Then
have them write several beginning paragraphs
for a certain narrative type letting classmates
choose the most effective.
When doing DOL, also have students identify
the sentence types, declarative, imperative,
interrogative, and exclamatory. This gives
daily practice and review
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
For Learning:
Teacher Observable
Student Writing
Write a poem “If You’re Not from Idaho”
Write a simple 8 line-rhyming poem using
figurative language to describe some unique
aspect about Idaho.
Idaho poem rubric
Collect figurative language examples from real
literature, put on transparencies and daily put
one up to have the students identify it. This
familiarity will soon show up in their writing.
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Details
726.02c
Convey clear
and focused
main ideas
Composition
Forms
726.01.b
Write in a
variety of
formats
726.03
Write to inform
and explain
726.04
Lit. Response
726.05
726.05.c
Write to
critically
analyze and
evaluate /
persuade
726.06
Write research
finding
726.07
Write technical
information
6
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resource
s
Give students sample paragraphs and have
them highlight the details.
During pre-writing, student can be taught to
cluster details for a given paragraph using
software or paper.
For Learning:
Teacher Observable
Student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Share a number of limericks and help the
students discover the rhyming scheme and
format. Then model writing one with the class.
Make a sample rhyming dictionary having the
students come up the rhyming words. Then
they may use their dictionary as a resource in
writing their limerick
Limerick rubric
Collect passages that inform, explain, analyze,
evaluate, and have students practice
identifying the defining characteristics of each.
Instruct students how to write in each of the
following formats: research report, how to
essay, book report, and an informative article.
How to..rubric
Book Review
Holt
Elements of
Language
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Variety of
Components
726.02c
Convey clear
and focused
main ideas
726.04b
726.05.b
Thesis/
Supporting
Details
7
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample Assessment
and Sample Quizzes
For Learning:
Given a passage, students will
correctly identify the type of
writing
Given a well organized passage
without indentation , the student
will be able to put the paragraphs
in the right place
Of Learning:
RIT 201-210 (Develop
Paragraphs)
RIT 211-220 (Develop
Paragraphs)
RIT 221-230 (Develop
Paragraphs)
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Use different graphic organizers to explain the
variety of methods of organization i.e.

order of events

examples to main idea

main ideas to examples

sequential instruction

most important to least important

least to most important
Take a well organized passage, take out all
the indentations and make it into one big
paragraph. Have students read and decide
where the paragraphs should be. Do this as a
group then have the students work
independently on another passage or more.
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Basic Grammar and Usage
Variety of
Sentences
726.02.a
Write and edit
for correctness
and clarity
Sample Assessment
and Sample Quizzes
Return to Top
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
http://www.ncte.org/positions/grammar.shtml
Learning
Continuum
For Learning:
Exercises where students
identify verb tenses of given
sentences
Teacher
Observable
DWA
ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Compare verb tenses with the basic forms of
water. Discuss how the forms are all water yet
are very different. Illustrate the four basic verb
forms on a chart:
1. present,
2. present participle
3. past
4. past participle
Put :
I play.
He is playing.
She played.
They have played.
in the proper column.
Have students generate more verbs to fill
the chart, including irregular verbs as well.
Practice with teams filling in a blank chart on
board or overhead with the proper verb tense
to give their team points or having a correct
answer giving them rights to shoot for a
basket.
8
Sample
Resource
s
Family
Links:
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Sentence
Structure /
Type / Kind
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ECA
ISAT
Students will do exercises
independently to show learning
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resource
s
In daily oral language, also identify the parts of
speech for each word in the sentence pointing
out the sentence patterns noun-verb, nounverb-noun, noun-verb-verb.
Use sentence diagramming to visually show
the difference between compound, complex,
and compound- complex starting with an
anchor sentence and build upon it.
Becoming familiar with the common beginning
words of subordinate clauses in complex
sentences such as who, whose, which, that,
after, as, if, since, and when would be helpful
in spotting a complex sentence.
Subject-verb
agreement
726.02.a
Write and edit
for correctness
and clarity
9
Learning
Continuum
Teacher
Observable
ISAT
ECA
DWA
For Learning:
Student independent work
Student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Put a series of sentences on the board such
as:
He is.
They are.
She was.
Show how a predicate adjective is needed to
finish the complete idea.
To introduce subject-verb agreement, write
these two nonsense sentences on the
chalkboard:
The ama (plin, plins) the corbh.
The amas (plin, plins) the corb.
Ask students to select the correct “verb” and to
explain how they were able to make the
correct choices. Ask volunteers to replace the
nonsense words in each sentence with real
words. Tell students to notice how the s
endings in sentence 1 are different from those
in sentence 2. Do more sentences for guided
practice and then have them do some for
independent practice.
Holt, Rinehart, and Winston (2004)
Family
Links:
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Noun Forms
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student writing and exercises.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Bring in a piece of concrete and explore how
you can see, touch, taste, hear, and smell it.
Explain that with concrete nouns you are also
able to use the senses. Discuss other nouns
that are concrete. Then introduce abstract
nouns as nouns of the heart and mind, like
freedom, liberty, and, honesty. Have them
write sentences using both kinds of nouns
after doing a sorting activity with a group of
concrete and abstract nouns.
Possessive Nouns
Give the students the sentence. The actors will
wear the final versions of lion masks, each
attached to a frame holding the mask above
the actor’s head. Ask students to tell how the
words actors and actor’s are different. Remind
students that both words are nouns because
they name a person, place, thing, or idea.
Point out that actor’s is the possessive noun.
Explain that a possessive noun is the name of
an owner, and that all possessive nouns have
an apostrophe. Highpoint Level C Hampton
Brown (2001) Discuss the rules for forming
possessive nouns. (plural, plural irregular ,
and singular)
Review the rules on plural nouns, both regular
and irregular.
10
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Pronoun Forms
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student writing
Identify pronouns as substitutes for nouns in
the Daily Oral Language practice
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Divide into groups, and ask each group to
write a paragraph on a topic such as a field
trip, project, or sport. One student begins by
writing a sentence containing a personal
pronoun and underlining the pronoun and
identifying the type. The students take turns
adding related sentences, each of which
contains an underlined example of another
type of pronoun: reflexive, nominative,
possessive, and objective. Each group would
write three five sentence paragraphs so that
each student writes three sentences using the
same type of pronoun. Ask a volunteer from
each group to read one of the sentences
aloud.
Holt, Rinehart, and Winston (2004)
Sample Teaching
Strategy
Using DOL sentences practicing compound
subjects with I (John and I) and objective
pronoun use (John and me. Point out the
helpful strategy of leaving out “John and” to
see which fits best, I or me.
Point out to students the connection between
numbers and indefinite pronouns: both name
quantities. Most indefinite pronouns name a
vague quantity, but some, such as one and
none, are very precise. Discuss this
connection with students. Students can even
arrange the pronouns according to quantity,
from none to all, along a number line.
11
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Noun / Pronoun
Antecedent
726.02.a
Write and edit
for correctness
and clarity
Verb Tenses
726.02.a
Write and edit
for correctness
and clarity
Irregular Verb
Forms
726.02.a
Write and edit
for correctness
and clarity
12
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Of Learning:
RIT 201-210
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Have the students work at the chalkboard as
you dictate sentences containing pronouns.
Ask students to circle the pronouns and to
draw arrows to the pronouns’ antecedents.
For Learning:
See Variety of Sentences
Student sentences
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Be sure to include past and present tense
perfect
For Learning:
Student sentences
Divide the class into groups of three. Have
each group make flashcards of the verbs listed
in the common irregular verbs chart. Next,
group members should shuffle the cards and
randomly choose five each. Each group
member then presents his or her verbs to the
group, giving the four principal parts of the
verb and categorizing the formation of its past
and past participle as changing vowels,
changing consonants, changing vowels and
consonants, or making no change. Group
members shuffle the cards again and work
together to write three sentences using the
past or past participle of three randomly
chosen verbs. Have groups share their
sentences with the class.
(HRW) 2004
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Adjective
Forms
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Have students write a
comparison/contrast essay
emphasizing adjective use
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Use DOL sentences to identify adjectives
Give students a number of adjectives such as
tall, little, big, and have them write them in
comparative and superlative form. He is taller.
He is tallest. He is taller than me.
Spelling Review: be sure to give some that
include the spelling rule y to i for suffixes
beginning with a vowel. Give some that are
irregular i.e. good, bad, some
Take a few nouns such as inspiration and
show how to change them to an adjective by
adding the suffix al i.e. inspirational.
Have them use both in correctly in sentences.
Review usage of well and good, pointing out
that well is an adverb, while good is an
adjective. Give them some practice using
them correctly.
Masterpiece sentence activity, expanding a
short sentence with adjectives or similes
telling, which one, what kind, or how many.
Sometimes called painting the subject.
13
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Adverb Forms
726.02.a
Write and edit
for correctness
and clarity
Negative
Forms
726.02.a
Write and edit
for correctness
and clarity
Phrases
726.02.a
Write and edit
for correctness
and clarity
14
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher Observable:
Masterpiece sentences
Group writing exercise with
proper adverb use.
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
Learning
Continuum
For Learning:
Informal teacher observation
Teacher
Observable
DWA
ECA
ISAT
Learning
Continuum
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Informal teacher observation
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Masterpiece sentence activity, expanding a
short sentence with adverbs or adverb phrases
telling how, when and where the action took
place.
To give students extra practice with
comparative and superlative forms, have
students in groups of four use the words,
easily, swiftly, politely, and thoughtfully to
create a group story. Have students count off
from one to four. Assign students 1 and 3 to
use comparative forms in the story and
students 2 and 4 use superlative forms.
Find some examples of double negatives in
dialogue from real literature, if possible. Put
them up for the students to view and read
them carefully pointing out that it reads
opposite from the meaning intended. i.e. “I
don’t know nothing” actually means that you
know something.
Using DOL sentences, have students
underline the subject once and the verb
phrase twice. Doing this daily as a quick
review of verb phrases.
To demonstrate whether a prepositional
phrase is used as an adjective or adverb,
diagram a sentence on the board showing that
if it modifies a verb it is an adverb and if it
modifies a noun, it is an adjective phrase.
Have them work in pairs on a few sentences
and have pairs come up to the overhead and
to show their work, identifying each
prepositional phrase.
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Clauses
726.02.a
Write and edit
for correctness
and clarity
Subject and
Predicate
726.02.a
Write and edit
for correctness
and clarity
15
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student sentences
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning:
Student sentences
Teacher
Observable
DWA
ECA
ISAT
Sample
Sequence
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Introduce the subject of sentences and
sentence fragments by comparing the
sentence to a car. A car needs both a body
and an engine to work; in a similar way, a
sentence needs both a subject and a verb to
be complete. Ask volunteers for a list of
subjects and verbs, and write students’
suggestions on the chalkboard. Have students
combine the subjects and verbs to practice
forming sentences. Then have them change
the sentences into subordinate clauses to add
to simple sentences making complex
sentences. Becoming familiar with the
common beginning words of subordinate
clauses in complex sentences such as who,
whose, which, that, after, as, if, since, and
when would be helpful in a complex sentence.
Have them underline the main clause once
and the subordinate clause twice.
(HRW 2004)
Using DOL sentences have students underline
the subject for daily practice.
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Run-ons and
Fragments
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
16
Minimum
Hours
Allotted
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Sample Teaching
Strategy
Fix DOL run-on sentences with conjunctions
and commas, a semicolon, or breaking it into
two sentences.
Teacher
Observable
DWA
ECA
ISAT
Conventions: Capitalization
Fundamental
Rules:
Beginning
Capitalization
726.02.a
Write and edit
for correctness
and clarity
Sample
Sequence
©State of Idaho 2003
Compare a complete sentence again with a
car that needs both a body and an engine. If
either are missing it won’t run. It is the same
with a complete sentence; it needs both a
subject and a predicate. Otherwise, it is a
sentence fragment. Have students practice
with fragments completing them with the
subject or the predicate.
Find examples from student writing for the
class to fix.
Return to Top
For Learning:
Student letters
Student writing of dialogue
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
ID-L06-78
2
Practice writing a letter with the students
capitalizing the first word in the greeting and in
the closing of the letter.
Use DOL sentences to practice dialogue
capitalization.
Have students write dialogue between chalk
and an eraser after a day of school.
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Capitalization:
Adjectives &
Titles
726.02.a
Write and edit
for correctness
and clarity
Capitalization:
Proper Nouns
726.02.a
Write and edit
for correctness
and clarity
Capitalization:
Fundamental
Rules
726.02.a
Write and edit
for correctness
and clarity
17
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Test Items in Next Row
Learning
Continuum
For Learning:
Informal teach observation
Student writing
Teacher
Observable
DWA
ISAT
ECA
Learning
Continuum
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
For Learning:
Bulletin board results
Of Learning:
Of Learning:
See Other Test Items in this
Section of Guide
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
2
Use a sorting activity with a number of nouns
and sort into proper and common nouns
categories. Be sure to then capitalize the
proper nouns.
Daily practice using DOL sentences
ID-L06-87
Sample
Resource
s
Use DOL sentences to practice distinctions of
when to capitalize directions i.e. east - East,
title i.e. Doctor – doctor, and in dialogue.
ID-L06-81
ID-L06-84
©State of Idaho 2003
Practice daily using DOL sentences
Assign two capitalization rules to each student.
Then, ask students to find examples of each
use of the rule in newspapers or magazines.
Have the students cut out the examples and
use them to assemble a bulletin board display
of capitalization rules and examples.
Explain that newspapers and magazines often
use their own styles, which may differ from
standard rules.
Family
Links:
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Conventions: Punctuation
Use
Appropriate
End
Punctuation
726.02.a
Write and edit
for correctness
and clarity
Sample Assessment
and Sample Quizzes
For Learning:
Student writing
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 201-210
RIT 211-220
Learning
Continuum
Teacher
Observable
DWA
ISAT
ECA
Minimum
Hours
Allotted
ID-L06-90
2
Sample Teaching
Strategy
Use DOL sentences to practice dialogue
punctuation, abbreviation, and comma use.
ID-L06-93
3
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
18
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
DWA
ISAT
ECA
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
Family
Links:
Give students writing assignments with minilessons on these skills, with use of a rubric,
and peer editing to check for errors in their
writing.
To show students that some phrases are
nonessential, write on a large strip of paper a
sentence containing an unnecessary
appositive phrase. You might want to use a
sentence such as, (A gymnast, Mrs. Shaw, will
coach us.) fold the strip to hide the appositive
phrase to show students that the sentence
makes sense without the phrase. Emphasize
that when the phrase is reinserted, it must be
set off from the sentence by commas.
Use masterpiece sentence to show how
starting sentences with an adverb or adjective
phrase need a comma after them.
Use
Apostrophes
726.02.a
Write and edit
for correctness
and clarity
Sample
Resource
s
Return to Top
Learning
Continuum
For Learning:
Use Commas
Appropriately
726.02.a
Write and edit
for correctness
and clarity
Sample
Sequence
©State of Idaho 2003
ID-L06-96
2
See possessive nouns
Have students prepare a poster with the pairs
of helping verbs and helping verbs
contractions
Example
Will not – won’t
Is not -- isn’t
Are not – aren’t
Family
Links:
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Appropriate
Marks in
Dialogue
726.02.a
Write and edit
for correctness
and clarity
Use underlining
for titles
726.02.a
Write and edit
for correctness
and clarity
Comma Usage:
Prepositional,
Participle and
Appositive
Phrases
726.02.a
19
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Learning
Continuum
For Learning:
Teacher
Observable
DWA, ISAT
ECA
Of Learning:
RIT 201-210 (Enclosing
Punctuation)
RIT 211-220 (Enclosing
Punctuation)
Learning
Continuum
For Learning:
Student writing
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
RIT 211-220
RIT 221-230
Learning
Continuum
For Learning:
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Test Items Under Commas
Sample
Sequence
Minimum
Hours
Allotted
ID-L06-99
2
©State of Idaho 2003
Sample Teaching
Strategy
Sample
Resource
s
See capitalization
Family
Links:
ID-L06-102
Write on the chalkboard the following list of
categories:
Book
Play
Newspaper/magazine
Movie
Television series
Have the students write his or her favorite
specific title for each category. Tell students to
underline all titles. Then, have each student
use his or her favorite title for each category in
a sentence. Ask volunteers write some of their
sentences on the chalkboard, and have the
rest of the class check to make sure the title
has been underlined.
(HRW 2004)
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Comma Usage:
Dependent and
Independent
Clauses
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Sample
Sequence
Learning
Continuum
For Learning:
Student writing
ID-L06-105
Teacher
Observable
DWA
ECA
ISAT
Of Learning:
See Test Items Under Commas
Learning
Continuum
20
Sample Teaching
Strategy
Sample
Resource
s
To help students distinguish a compound
complex sentence from a simple sentence with
a compound verb, write the following sentence
pairs on the chalkboard:
Fred loves to eat yet hates meat that is grilled.
Fred loves to eat, yet he hates meat that is
grilled.
Point out that a comma is used only between
independent clauses and not with the
subordinate clauses.
Conventions: Spelling
High
Frequency
Spelling Words
726.02.a
Write and edit
for correctness
and clarity
Minimum
Hours
Allotted
©State of Idaho 2003
Teacher
Observable
DWA
ISAT
ECA
Return to Top
For Learning:
Spelling tests
Student writing
Of Learning:
RIT 201-210
RIT 211-220
RIT 221-230
ID-L06-111
6
Drill and practice
Use a variety of spelling games that
encourage practice. It is also helpful to let
students test out on the words they know with
a pre-test, and have them work through the list
of high frequency words for mastery.
Provide spelling dictionaries for students to
use as they edit their writing. Make them
accountable for words in the spelling
dictionary. Teacher may write in other words
not considered high frequency for students as
needed for certain assignments.
Spelling Lists
Family Links:
Idaho State Curriculum Guide Language/Writing 6th Grade
State
Standard and
Benchmark
Spelling:
Conventional
Rules
726.02.a
Write and edit
for correctness
and clarity
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment
and Sample Quizzes
Sample
Sequence
Learning
Continuum
For Learning:
Student writing
ID-L06-114
Teacher
Observable
DWA
ECA
ISAT
Spelling tests
Of Learning:
See Test Items Under High
Frequency Words
Minimum
Hours
Allotted
©State of Idaho 2003
Sample Teaching
Strategy
Use the verse
i before e
except after c
as a memory aid
A good technique for remembering spelling
words correctly is to have students use the
good spelling habits:
1. pronounce the word slowly
2. write the word as it sounds.
3. break the word into syllables and make
sure each syllable matches a sound in the
word
4. write down comments that might help me
remember the correct spelling of the words
Learning
Continuum
Spelling:
Application of
Rules (prefixes
/ suffixes)
726.02.a
21
Teacher
Observable
DWA
ECA
ISAT
For Learning:
Of Learning:
See Test Items Under High
Frequency Words
Sample
Resource
s
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
Return to Top
Approved by the State Board of Education March 6, 2003
READING
Basic
Proficient
Advanced
2
174
182
193
3
185
193
204
4
192
200
211
5
198
206
217
6
203
211
222
7
207
215
226
8
210
218
229
9
213
221
232
10
216
224
235
LANGUAGE
Basic
Proficient
Advanced
2
176
184
197
3
186
194
207
4
193
201
214
5
200
208
221
6
204
212
225
7
207
215
228
8
211
219
232
9
213
221
234
10
214
222
235
MATH
Basic
Proficient
Advanced
2
174
185
201
3
185
196
212
4
194
205
221
5
202
213
229
6
208
219
235
7
214
225
241
8
222
233
249
9
229
240
256
10
231
242
258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards
Back to Top
The student demonstrates thorough knowledge and mastery of skills that allows him/her to function
independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant information relevant
to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above
his/her grade level.
The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards
Back to Top
The student demonstrates mastery of knowledge and skills that allow them to function independently on all
major concepts and skills related to their educational level.


The student demonstrates a comprehensive understanding of all information relevant to the
topic, at level.
The student can perform skills or processes independently without any significant errors.
BASIC: Below Standards
22
Back to Top
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
The student demonstrates basic knowledge and skills usage but cannot operate independently on
concepts and skills related to his/her educational level. Requires remediation and assistance to complete
tasks without significant errors.


The student has an incomplete knowledge of the topic and/or misconceptions about some
information.
The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards
Back to Top
The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or
knowledge sets without significant remediation.


The student has critical deficiencies of relevant knowledge of topic and/or misconceptions
about some information.
The student cannot complete any skill set without significant assistance and coaching.
Idaho State Standards—Writing/Language—6th Grade
Return to Top
669.
LANGUAGE ARTS/COMMUNICATIONS STANDARDS.
01.
Languages and Communications. Language, the gateway to learning, provides our most powerful and readily
available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications,
language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal
identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks.
Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students
exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and
consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.
02.
Local District Book Lists. Local districts may determine book lists to support the Language Arts/
Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide
suggested grade-level lists.
724. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 6, SECTIONS 725 THROUGH 729.
The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of applications.
They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.
726. WRITING.
Rationale: Students write to demonstrate skills and conventions according to purpose and audience.
23
Idaho State Curriculum Guide Language/Writing 6th Grade
Standard - The student will:
01. Understand and use the
writing process.
a.
Return to Prewriting Skills
Content Knowledge and Skills:
Understand and use steps of the writing
process:
- Brainstorm;
- Draft;
- Revise;
- Edit;
- Publish.
i.
ii.
iii.
iv.
v.
Return to Appropriate Format
Write in a variety of formats to record,
generate, and reflect upon ideas.
i.
Create learning logs, personal learning
records, notes, and journals for the
following purposes:
 To express self
 To inform
 To create
 To explain
 To persuade
 To entertain
c.
Identify and use appropriate style and
vocabulary for a particular audience.
i.
Select precise and appropriate words that
are suitable to audience.
Return to Composition Forms
Return to Approp. Style/Vocab
24
Samples of Applications:
Brainstorm
 Share ideas, respond to his/her/other
drafts and provide constructive
feedback.
 Generate ideas for writing topics.
 Use such brainstorming techniques as
free writing and clustering.
 Use life experiences as a basis for
writing ideas.
Draft
 Write a rough draft.
Revise
 Use self-evaluation techniques to
assess own writing and determine an
area needing improvement.
 Use such organizing techniques as
outlining.
 Edit a written composition for meaning;
discard irrelevant sections.
 Vary sentence structure.
 Use vivid, non-repetitive, precise, and
appropriate words.
 Rearrange ideas to enhance meaning.
 Use proper paragraph structure.
 Revise for unity, coherence, and
sentence structure.
Edit
 Apply standard rules and conventions
to proofreading work.
 Use appropriate peer editing and selfediting techniques.
Publish
 Share finished product in a variety of
settings.
 Submit work to school, local, or
national publication.
b.
Return to Variety of Formats
Return to Drafting/Revising
©State of Idaho 2003
Idaho State Curriculum Guide Language/Writing 6th Grade
02.
Write and edit for
correctness and clarity.
a.
Return to Editing/Proofing
Return to Variety of Sentences
Determine and apply rules and
conventions for the following:
- Grammar;
- Punctuation;
- Capitalization;
- Spelling;
- Legibility.
i.
Return to Sent.
Struct/Type/Kind
Return to GRAMMAR
SECTION
Return to CAPITALIZATION
SECTION
Return to PUNCTUATION
SECTION
Return to SPELLING
SECTION
ii.
iii.
iv.
Return to Drafting/Revising
b.
Incorporate a variety of elements of
writing:
- Alliteration;
- Figurative language;
- Simile;
- Metaphor;
- Personification;
- Vocabulary.
c.
Convey clear and focused main ideas
that are appropriately supported by
details and examples for selected topic,
audience, and purpose.
- Use topic sentences, appropriate word
Return to Variety of Elements
Return to Drafting/Revising
Return to Approp. Style/Vocab
Return to Details
25
i.
ii.
iii.
iv.
©State of Idaho 2003
Grammar
 Demonstrate proficiency using subjectverb agreement, pronouns, verbs, and
modifiers.
 Use a variety of sentence types:
declarative, imperative, interrogative,
and exclamatory.
 Use complex sentence structure.
 Use appositives to increase sentence
variety.
 Apply appropriate word usage to
specific applications.
 Identify parts of speech within a
sentence or paragraph: nouns,
pronouns, verbs, interjections, and
modifiers.
 Identify and correct sentence
fragments and run-ons.
 Identify sentence subject and
predicate.
 Use a thesaurus to find and use
synonyms and antonyms in written
work.
Punctuation
 Follow proper rules regarding periods,
commas, quotation marks, titles,
apostrophes in contractions and
possessives, and abbreviations.
Capitalization
 Use to begin proper nouns.
 Use to begin adjectives, titles, and
sentence beginnings within a quote.
Spelling
 Practice, use, and apply spelling rules
in daily writing.
 Use appropriate prefixes and suffixes.
 Identify base words.
 Identify meaning of some Latin and
Greek roots.
 Spell sixth-grade high-frequency words
with ninety percent accuracy.
 Correctly spell commonly misspelled
words with ninety percent accuracy.
 Correctly use homonyms.
Write descriptive, compare/contrast, and
cause/effect paragraphs.
Use specific supporting details.
Write clear introductions and conclusions.
In writing, summarize the main idea and
Idaho State Curriculum Guide Language/Writing 6th Grade
choices, variety of sentence
structures, transitions, paragraphing,
indentation, organization, and
documentation of sources;
- Choose tone, voice, style, mood, and
persona that are appropriate for
various purpose, disciplines, and
audiences.
Return to Variety of
Components
03.
Write to inform and
explain.
©State of Idaho 2003
supporting details in a piece of writing.
a.
Use facts, data, and processes from
technical and non-technical materials to
inform through writing.
i.
Use resources such as newspapers,
magazines, manuals, Internet sites,
encyclopedias, CD-ROM, almanacs,
dictionaries, and literary works from
which to collect.
Return to Appropriate Format
b.
Produce documents in appropriate
format to inform and explain.
i.
Respond in writing to a teacher-prepared
expository prompt.
04.
a.
Compose a response using ideas and
techniques from a variety of literature
and fine arts that represent many
cultures and perspectives.
i.
Compare artist's painting style to an
author's style when contained in the
same novel.
Contrast similar stories, fables, folktales,
and myths from various cultures.
Respond to a particular piece of literature
and relate to own experiences.
Return to Composition Forms
Write for literary
response and
expression.
ii.
Return to Composition Forms
iii.
Return to Variety of
Components
b.
Appropriately use a thesis and
supporting evidence.
i.
ii.
Return to Approp. Style/Vocab
c.
Write and publish original creative works
that include figurative and descriptive
language.
i.
ii.
05.
Write to critically analyze
and evaluate.
Return to Composition Forms
Return to Variety of Elements
a.
Analyze for the following elements:
- Purpose;
- Ideas;
- Style;
- Structure;
- Effectiveness.
i.
ii.
iii.
iv.
v.
vi.
26
Write an evaluative essay of a favorite
book or movie.
Respond to essay questions in paragraph
form. Use a topic sentence, supporting
details, and conclusion.
Produce samples of poetry, friendly
letters, business letters, short stories,
essays, summary reports, and personal
narratives.
Incorporate simile, metaphor,
personification, alliteration, and imagery.
Compare an author's purposes from
several of author's books.
Analyze author's effectiveness to write
persuasively.
Compare/contrast such poetic elements
as rhyme, rhythm, figurative language,
and meter.
Analyze elements using personal, peer,
and professional writing, current events,
visual and performing arts, advertising,
and political/civic discourse.
Compare such elements in formal and
informal poetry as rhyme scheme,
figurative language, rhythm, and voice.
In a small group, write and act out
dialogues that might occur between a
student and a friend, a student and a
parent, and a student and a teacher.
Idaho State Curriculum Guide Language/Writing 6th Grade
Return to Variety of
Components
Return to Composition Forms
b.
c.
Use a thesis/main idea and appropriate
supporting evidence to persuade and
inform a specific audience.
i.
Use writing to persuade.
i.
ii.
ii.
06.
Write to gather,
synthesize, and
communicate research
findings.
a.
Return to Composition Forms
b.
With teacher support, incorporate a
variety of technological and informational
resources to do the following:
- Appropriately paraphrase, quote, and
cite to avoid plagiarism;
- Formulate thesis or focus and relevant
support;
- Formulate and support main idea with
evidence.
i.
Present research findings.
i.
ii.
iii.
ii.
iii.
07.
Write technical
information.
Return to Composition Forms
27
a.
Produce technical document.
i.
ii.
iii.
iv.
v.
©State of Idaho 2003
Produce a critique, review, proposal, and
editorial.
Explain personal perspective related to
the arts or other cultural perspective.
Write a response analyzing the
effectiveness of print advertising and
commercials.
Compare a letter of inquiry to an
imaginary employer using a business
letter format.
Practice note taking. Include two-column
and outlining.
Produce news articles, individual and
collaborative reports, brochures,
proposals, critiques, and multimedia
presentations.
Create a research paper:
 Choose and limit topic; prepare
research questions
 Locate reference materials; prepare
bibliography and note cards and
paraphrase resource materials
 Gather relevant information from at
least two sources
 Outline gathered information
 Write a two-to-three page report
Share research findings with a younger
audience via a "trade show" presentation.
Display finished work in media center,
hallways, or other areas of the school.
Produce classroom publication for
distribution.
Identify, select, and prioritize web sites.
Communicate with others via computer.
Interpret and organize information.
Prioritize existing list of web sites.
Send e-mail to fellow sixth graders
related to a content-area topic.
vi. Interpret and organize information using
the Internet and HyperStudio to create a
multimedia presentation.
vii. Arrange and format text with a processor.
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
RIT 211-220
RIT 221-230
Capitalization
Adjectives &
Titles
Return to
Curriculum
Guide





29
Capitalize first word of a quotation
Distinguish sentences using
quotations that are not capitalized
correctly
Capitalize the first word in the
sentence and the first word of a
quotation
Capitalize the first word in the
sentence, the first word of a
quotation, and proper nouns
Capitalize the beginning of each
sentence in a group of sentences,
including quotations within
sentences



In a quotation, capitalize only the

first word if the sentence continues
past the part identifying the speaker

Compass directions – when to and
not to capitalize them
Full names, including titles
In a quotation, capitalize only the
first word if the sentence continues
past the part identifying the speaker
All titles
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210

Fundamental
Rules
Return to
Curriculum
Guide
Fundamental
RulesBeginning
Capitalization
Return to
Curriculum
Guide
30



Format: Most of the items in
this range require correct
identification of more that one
capitalization error, either
missing capitals or incorrect
capitals
 Format: Longer passages in
many of the items
 Generalize rules of when to
capitalize the first word:
sentences, poems, letter
greetings
 Differentiate between similar
common and proper nouns
 Radio and TV station initials
 All titles: which words should
and should not be capitalized
 Compass directions: when they
are correctly and incorrectly
capitalized
Capitalize the first word in the
greeting and closing of a letter
Capitalize the first word in the
sentence
Capitalize only the first word in a
multi-word greeting or closing
RIT 211-220





Format: Most items also call on
finer distinctions between common
and proper nouns, depending on
how they are used in the sentence
(Mother, my mother)
Format: Sentences contain various
combinations of correctly and
incorrectly used capital letters,
generally relating to use in
quotations, but also first words in
sentences, proper/common nouns,
capitalizing multiple sentences in a
paragraph
All titles: what to capitalize and
what not to capitalize
Generalize capitalization rules
Capitalize only the first word in the
greeting and closing of a letter with
no proper nouns
RIT 221-230




Format: Sentences contain
various combinations of
correctly and incorrectly used
capital letters, generally
relating to use in quotations,
but also first words in
sentences, and proper/common
nouns
Distinctions between common
and proper nouns, depending
on how they are used in the
sentence (Mother, my mother)
Generalization of capitalization
rules – classifying types of
nouns that should be capitalized
When to capitalize family
relationships
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Proper Nouns

Return to
Curriculum
Guide








Full names, including titles and
initials
Particular places, points of
interest, buildings, monuments
Teams, organization,
government bodies
Countries and continents
Historical events and eras
Companies, stores, products
Classes, schools
Ships
Identify proper nouns
RIT 211-220





Countries, nationalities, languages
Holidays, special events
Places, rivers, parks, bridges,
monuments…
Artistic groups
Buildings, businesses, stores


Return to
Curriculum
Guide







31
Combine sentences into paragraph 
structure

Look for patterns of organization in
a paragraph

Order sentences into a concise
paragraph
Give directions in a systematic
order
Use correct business letter structure
Define parts of a research paper
Define purposes of poetry (i.e.
feelings, moods, expressions)
Define paragraph by genre
Identify parts of the newspaper







Writing Composition and Structure
Appropriate
Format
RIT 221-230
Use standard forms of indentation
Review several paragraphs and
choose the best organization
Determine the pattern of
organization in a lengthy passage
Full names, professional and
family titles
Holidays and special events
Nationalities, languages,
countries, continents
Towns, cities, particular
geographic locations (___
Valley, Mt. ___)
Organizations, clubs, teams,
groups
Classes, courses
Religions
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Appropriate
Style and
Vocabulary


Focus on exclamatory sentence
structure
Choose the best definition for the
term “topic sentence”
RIT 211-220


Return to
Curriculum
Guide
Composition
Forms

Choose best opening paragraph in a
narrative piece of writing
Use of vocabulary of declarative,
imperative, interrogative and
exclamatory terms

Write limericks
Define composition forms in
lengthy passages

Select clear details for paragraph

Edit sentences into multiparagraphs
Determine method of organization
(i.e. order of events, from examples
to main idea, go from main idea to
examples)
Return to
Curriculum
Guide
Details
RIT 221-230
(221-230)
 Select sentences that support topic
sentences
 Select sentences that support
conclusion
 Identify all four sentence forms
within a lengthy paragraph
(231-240)
 Find the four sentence types within
a given paragraph
Return to
Curriculum
Guide
Variety of
Components

Return to
Curriculum
Guide
32
(221-230)
 Identify topic sentence when it is
not the first sentence of the
paragraph
(231-240)
 Edit sentences to create complete
paragraphs
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Variety of
Elements
RIT 211-220
RIT 221-230
(221-230)

Determine mode by reading a
lengthy passage
Return to
Curriculum
Guide
Variety of
Formats
Return to
Curriculum
Guide
Grammar and Usage
33
(221-230)
 Write in
the persuasive mode
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Adjective
Form
Return to
Curriculum
Guide




RIT 211-220
Use comparatives “less, least”

correctly
Understand the meaning of

comparative adjectives
Identify adjectives used in a

sentence
Recognize correctly and incorrectly
used comparative forms



Adverb Form

Return to
Curriculum
Guide



34
Understand that adverbs can tell
“where, when, or how”;
Identify adverbs that tell “when”
Use comparative adverbs correctly
Understand the meaning of
comparative adverbs



RIT 221-230
(221-230)
Recognize that adjectives are
words that describe things
 Recognize correctly and incorrectly
used comparative forms, use tricky
Use comparatives “-y, -ier, -iest”
context clues to determine correct
correctly
use
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
adjective
Understand the use of the
adjective-forming suffix “-al”
when added to nouns ending in “–
tion” (inspiration, inspirational)
Understand that comparative –er
means to compare two things
Understand the correct use of
“good” as an adjective, not an
adverb
Format: Longer sentences, more
difficult vocabulary
Recognize correct and incorrect use
of adverbs, including comparative
adverb forms
Recognize correct and incorrect
comparative adverb forms for
words ending in –ly
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Clauses
Return to
Curriculum
Guide
35

Understand the intended meaning
of a particular clause
RIT 211-220

Identify the main clause in a
sentence
RIT 221-230
(221-230)
 Identify a dependent clause
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
 Format: Difficulty of vocabulary
Irregular
increases in this RIT range
Verb Forms
Return to
Curriculum
Guide
36


Determine which verb to use in
sentences with or without auxiliary
verbs

Recognize the correct use of only

one negative in a sentence: no more
than; hasn’t any
Recognize that two negatives in a
sentence is not Standard English
Use “n’t” contractions correctly
Return to
Curriculum
Guide
Negative
Forms
RIT 211-220


Identify troublesome irregular
verbs (lie/lay, sit/set, etc.)
Recognize the correct use of
negatives “hardly” and “scarcely”
RIT 221-230
(221-230)
 Determine which verb to use in a
sentence with or without an
auxiliary verb
 Identify correct form of less
commonly used irregular verbs
(221-230)
 Recognize the correct and incorrect
use of negatives “hardly” and
“scarcely”
 Recognize the correct use of only
one negative in a sentence: haven’t
anything
(231-240)
 Recognize the correct and incorrect
use of negatives “hardly” and
“barely”
 Recognize the correct use of only
one negative in a sentence with
complex phrasing: has nothing;
aren’t any; hasn’t he ever; isn’t
any; scarcely had we
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Noun Forms
Return to
Curriculum
Guide







Recognize the correct plural form
of a noun
Understand the meaning of a
singular possessive noun
Recognize the correct irregular
plural form of a noun
Identify which word is not a plural
noun
Recognize the correct use of a
plural noun in a sentence
Distinguish possessive nouns from
contractions
Recognize a collective noun as
being singular, distinguishing it
from plural nouns
RIT 211-220




Recognize which is not a correct
irregular plural noun
Identify a plural possessive noun
Distinguish plural nouns from
singular collective nouns, nouns
that end in ‘s’, and possessive
nouns
Identify a noun that is an idea or a
feeling, not just a person, place, or
thing
RIT 221-230
(221-230)





(231-240)


37
Understand the meaning of a plural
possessive noun
Recognize the correct possessive form
of a word
Distinguish a possessive noun from a
plural noun or a noun used as a
contraction with ‘s for “is”
Recognize the correct irregular plural
form of nouns not commonly used
(Latin roots like data-datum; open
compounds like lady in waiting)
Distinguish irregular plurals from
words that are not plural
Recognize the correct plural spelling
of a noun ending in “y” when just an
‘s’ is added
Recognize the correct plural forms of
irregular and not frequently used
plurals
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
NounPronoun
Antecedent


Return to
Curriculum
Guide

Phrases
Return to
Curriculum
Guide



RIT 211-220
Identify the noun replaced by a
pronoun
Replace more than one noun with
the correct pronouns, matching
gender and type of pronoun:
nominative, objective, and
possessive
Use the correct pronoun in one
sentence to match the number and
gender in another: them

Vocabulary: prepositional phrase
Identify a prepositional phrase
Recognize a phrase telling “which”



38
RIT 221-230
(231-240)
 Recognize clear or unclear
pronouns-antecedents
Recognize what part of the
sentence a prepositional phrase
modifies
Recognize a prepositional phrase
used as an adjective
Recognize the meaning of a verb
phrase
(221-230)
 Recognize a simple noun phrase
 Recognize and identify a
prepositional phrase containing
‘in’, ‘toward’, ‘with’, ‘around’,
‘into’
(231-240)
 Recognize and identify a
prepositional phrase containing
‘within’
 Recognize adverb and adjective
phrases
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Pronoun
Forms
Return to
Curriculum
Guide




Recognize the correct and incorrect
use of nominative, objective,
possessive, and demonstrative
pronouns
Use objective pronouns correctly in
a complex sentence: Everyone
except ___…
Recognize correct and incorrect use
of “their, they’re, and there”
Use reflexive pronouns correctly:
themselves
RIT 211-220








Run-on
Sentences &
Fragments


Return to
Curriculum
Guide
39
Recognize complete and
incomplete sentences (first time
this term appears)
Recognize a group of words as an
incomplete sentence or a question

Identify which word in a sentence
is the pronoun
Recognize the correct and incorrect
use of reflexive, nominative,
possessive, and objective pronouns
Understand the meaning of a
pronoun: “all of us” = “we”
Use nominative case pronouns
correctly
Use nominative pronouns correctly
in compound subjects
Recognize the correct and incorrect
use of “I” in a compound subject or
in a list
Recognize the correct and incorrect
use of reflexive pronouns:
themselves, itself, herself,
ourselves
Use indefinite pronouns in a phrase
correctly: “___ of the people
were…” (few, each, one, either)
Identify sentence fragments
RIT 221-230
(221-230)
 Recognize the correct and incorrect
use of nominative and objective
case pronouns in complex
sentences
 Use nominative pronouns followed
by a noun correctly: We boys
will…
 Use nominative pronouns correctly
as the first word in a compound
subject
 Use indefinite pronouns correctly:
“___ of the girls is …” (many,
some, either, several)
 Distinguish “that” used as a
pronoun from “that” used as an
adjective
 Recognize the correct and incorrect
use of “who, who’s, and whose”
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Sentence
Structure/
Type/Kind
Return to
Curriculum
Guide





Identify compound sentences
Identify sentence patterns (some
articles and possessive pronouns
used in short, simple sentences):
noun–verb, noun-verb-noun
Change the word order and keep
the same meaning
Add a phrase to form a complete
sentence
Verbalize what sentence part is
needed to form a complete
sentence: subject, object, adjective,
or subordinate clause
RIT 211-220






Subject &
Predicate
Return to
Curriculum
Guide
40

Name the two main parts of a
sentence

RIT 221-230
Identify sentence patterns
(sentences with articles, simple
adjectives): noun-verb, noun-verbnoun, noun-verb-verb
Identify a sentence as simple or
compound
Complete sentences correctly with
words or phrases
Recognize sentences with clear
meaning and correct form
Name the part of the sentence
needed to complete a sentence:
adjective to complete the linking
verb
Recognize complete complex
sentences
(221-230)
 Identify sentence patterns
(sentences containing adjectives
and helping verbs): noun-verb,
noun-verb-noun, noun-linking
verb-noun
 Determine the correct verb forms
or verb phrases to use in compound
or complex sentences
(231-240)
 Identify a complex sentence
Identify the subject of a sentence
(221-230)
 Identify the predicate of a sentence
 Identify the part needed to
complete a sentence: subject,
object, or adjective to complete the
linking verb
 Verbalize that a predicate contains
a verb
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Subject/Verb
Agreement

Recognize the correct use of
subjects or verbs in the following
cases:
o Singular subject – linking verb
o Singular subject – main verb
o Plural subject – linking verb
o Plural subject – auxiliary verb

Recognize the correct use of
subjects or verbs in the following
cases:
o First person singular subject –
main verb
o Identify a singular subject by
recognizing form of the verb in
the predicate

Sentences have more complex
syntax and phrasing, more difficult
vocabulary
Identify sentences that tell past,
present, or future

Understand that sentences tell past,
present, or future
Identify which sentence tells past
Return to
Curriculum
Guide
Variety of
Sentences
Return to
Curriculum
Guide
41
RIT 211-220


RIT 221-230
(221-230)
 Recognize the correct use of
subjects or verbs in the following
cases:
o Complex subject (“one of the
__s”, “all of the __s”) – linking
verb
o “There” – linking verb – plural
noun
o Indefinite pronoun – linking
verb
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Verb
Tenses
Return to
Curriculum
Guide





Understand the tense and meaning
of verbs, replace with similar verbs
of the same tense and meaning
Determine the correct verb tense to
use in a sentence
Determine the correct verb form to
use in a sentence: irregular verbs,
verbs used with auxiliary verbs
Identify present tense verbs
Determine the correct verb phrase
to use in a sentence
RIT 211-220







Determine the correct verb form to (221-230)
use in a sentence
 Recognize sentences in which the
subject of the sentence is the
Identify the verb form not used
“doer” of the action
correctly in a sentence
Recognize verbs that have the same
form for both present and past
tense
Understand that there are names for
various parts of speech; identify
which word in a sentence is the
verb
Determine which verb to use in a
sentence in which the auxiliary
verb is separated from the main
verb
Understand the meaning of a
complex verb phrase
Determine which verb form is
correctly used in a complex
sentence
Punctuation
Appropriate
Marks in
Dialogue
Return to
Curriculum Guide
42


Use quotations in titles
Use parentheses around nonessential phrases


RIT 221-230
Use quotations in quoted material
Use single quotation inside
quotation marks
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Dependent
and
Independent
Clauses/
Comma
Usage

Use commas between two main
clauses in a complex sentence

Use commas after participial
phrases in a lengthy paragraph

Use apostrophes in possessive
plurals
Use apostrophes with helping verb
and “not”
RIT 211-220

RIT 221-230
Use commas between two main
clauses in a compound complex
sentence
Return to
Curriculum Guide
Prepositional,
Participle and
Appositive
PhrasesComma Usage
(231-240)
 Use commas around dependant
clauses in compound, complex
sentences
Return to
Curriculum Guide
Use
Apostrophes

Return to
Curriculum Guide
43

Use apostrophes for subject and
helping verb contractions
(221-230)
 Use apostrophes for plural
possessives in a compound
sentence
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Use
Appropriate
End
Punctuation
Return to
Curriculum Guide



Use Commas
Appropriately

Return to
Curriculum
Guide

Use
Underlining
in Titles
Return to
Curriculum Guide
Spelling
44


RIT 211-220
RIT 221-230
Identify different meanings of the
same sentence when end
punctuation is changed
Identify incorrect end punctuation
Identify periods when given a
paragraph

Use commas after a direct address
in an imperative sentence
Use commas after participial
phrases in a lengthy paragraph
Use commas in non-essential
parenthetical phrases
Use commas around interrupting
phrases contained within the
sentence


Use commas in a direct quotation
Use commas around non-essential
phrases
(221-230)
 Use commas to separate adverbial
introductory clauses in a complex
sentence


Underline movie titles
Underline magazine titles



Identify correct punctuation in a
16-20 word compound sentence
Use correct punctuation when
sentence ends with an abbreviation
Identify correct punctuation in a 57 sentence paragraph
Underline play titles
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Accuracy and
HighFrequency
Words

RIT 211-220
RIT 221-230
Format: Generally more difficult,
commonly misspelled words
Return to
Curriculum Guide
Application of 
Rules
(prefixessuffixes)

Recognize correctly and incorrectly
applied basic spelling rules when
adding endings or affixes
Recognize when to double final
consonant before adding ending
Return to
Curriculum Guide
Conventional
Rules


Return to
Curriculum Guide
Distinguish the correct spelling of a 
word from incorrect versions
Identify which word is or is not
spelled correctly
Writing Process
45
Troublesome spelling patterns:
 -ance/-ence
 ei/ie
 -ary/-ery
 plural form of words ending in
“o”


Tricky, troublesome words
Distinguish which homograph is
not correctly used
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Drafting and
Revising Skills
Return to
Curriculum
Guide










Editing and
Proofreading
Processes
Return to
Curriculum
Guide





RIT 211-220
Use participial phrases in correct
word order
Use of figurative speech in context
Select the best title for a piece of
work
Use precise language
Correct use of transitional
expressions
Use vivid descriptors
Use adverbial clauses in complex
sentences
Avoid run-on sentences
Use sentence variety
Use correct word order when using
adjective phrases



Use capitals in magazine,
newspaper, essay and titles
Use commas in letter closure
Punctuate introductory dependant
clauses
Capitalize inside addresses
Punctuate non-essential
parenthetical phrases with commas










RIT 221-230
Revise syntax for correct order
Use subject-verb agreement
Use a variety of sentences from
simple to complex
Use infinitive phrases to denote
emphasis
Use subordinating clauses
Edit for misplaced modifiers
Combine sentences to make
compound and complex
Use parts of a news story for
complete description of an event
Write strong conclusions
(221-230)
 Use exaggeration to make
statement
 Use adverbial clauses
 Ask leading questions
 Use gerund phrases
(231-240)
 Use metaphors as a figure of
speech
Use commas in a series of
participial phrases
Use strong topic sentences with
strong verbs
Use capitals in a letter closure
Use abbreviations in appropriate
places
(221-230)



(231-240)




46
Use complex sentence order in
paragraph
Use verb phrases
Use exaggerated figures of speech
for emphasis
Identify strong adverbs
Identify indefinite pronouns
Use metaphors for emphasis
Conjugate irregular verbs correctly
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
ISAT “Sub-Goal”
RIT 201-210
Pre-Writing
Skills
Return to
Curriculum
Guide




RIT 211-220
Choose formal or informal
language
Select purpose of paragraph
Choose syntax that illustrates point
of view
Outline expository mode




Create comprehensive outlines
Use compound sentence selection
Outline verbiage for imaginative
stories
Categorize using main topic as
guideline
RIT 221-230
(221-230)






Select words based on main topic
Outline a complex topic selection
Choose appropriate words for a
selection
Evaluate possible point of views
(i.e. personification)
Choose vivid descriptors
Select method for brainstorming
New Vocabulary
Goal
RIT 161-170
Capitalization

Back to top
capital letter, capitalized,
underlined, sentence,
missing words
RIT 171-180

RIT 191-200

47
direct quotation, proper
noun, place, phrase,
address, magazine
pronoun, name
RIT 181-190

RIT 201-210

closing, book title,
paragraph
greeting, letter, title, note,
list
RIT 211-220

No new vocabulary above last
RIT band.
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
New Vocabulary
Goal
RIT 161-170
Writing Composition and
Structure

Back to top
poem, letter, story, ad,
statement, command,
question, exclamation,
style, sentence, rhyme,
book, paragraph
RIT 171-180

RIT 191-200


title, information, review,
author’s purpose, narration,
persuasion, sequence,
composition
RIT 221-230

48
descriptive writing,
incomplete sentence
RIT 181-190
missing word, first, ending, 
last, greeting, describe
RIT 201-210
exclamatory sentence,
encyclopedia, supporting
detail
RIT 231-240

topic sentence, best order,
correct order,
chronological order, parts
of a letter, passage,
complete sentence, main
idea
RIT 211-220
limerick, formal essay,
drama, declarative
sentence, imperative
sentence, interrogative
sentence, tone, mood,
pattern of organization
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
New Vocabulary
Goal
RIT 161-170
Grammar and Usage

Back to top
RIT 171-180

underlined, missing word,
more than one, complete
sentence, Standard English,
pronoun, correct
RIT 191-200

simple sentence,
comparative forms, suffix
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noun phrase, dependent
clause, possessive noun,
conjunction

subject, predicate,
incomplete sentence, runon sentence, phrase, verb,
plural, question, paragraph,
singular, action word, verb
phrase, clause
RIT 211-220

modifies, main clause,
plural possessive, irregular
verb, simple sentence,
compound sentence,
complex sentence,
compound-complex
sentence
RIT 201-210

RIT 221-230

noun, past tense, wrong,
word order
RIT 181-190
fragment, compound
sentence, prepositional
phrase, present tense,
adjective, nonstandard
English, linking verb,
adverb, possessive,
dependent clause
RIT 231-240

adverb phrase, adjective
phrase, pronoun’s
antecedent
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
New Vocabulary
Goal
RIT 161-170
Punctuation

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comma, contraction,
punctuate, right mark,
sentence
RIT 171-180

RIT 191-200

quotation marks,
possession, address,
phrase, salutation, colon,
semicolon

RIT 221-230

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plural possessive
punctuation mark,
exclamation point,
question mark, apostrophe,
period
RIT 201-210

parentheses, hyphen, rough
draft

RIT 231-240

RIT 181-190
letter, ownership
RIT 211-220
possessive noun
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
New Vocabulary
Goal
RIT 161-170
Writing Composition and the
Writing Process

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sentence, letter, picture,
period, capital letter,
misspelled, proofread,
missing word, choose, list,
question, correct order
RIT 171-180

underlined, phrase,
describe, story, question
mark, incomplete sentence,
topics, main topic, outline,
complete sentence
RIT 181-190
comma, initials, compound
sentence, main headings,
punctuation mark, exclamation
point, poem, book report, fairy
tale, directions, advertisement,
mood, catalog

RIT 191-200

comparison, point of view,
persuasive argument,
narrative, description,
quotation marks, syntax,
title, revising, first draft,
editing
RIT 201-210

RIT 221-230

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nonparallel construction,
sentence fragment, faulty
tense change, irony,
exaggeration, fragment

run-on sentence, formal
and informal language,
composition, simile,
subheading, detail, subdetail, style, figure of
speech, suffix,
capitalization, caret
(editing mark), research
report, apostrophe
RIT 231-240
RIT 211-220

tone, summary, synonym,
personification, metaphor,
fantasy, complex sentence,
rough draft, personal
narrative
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
APPROVED ISAT PROFICIENCY SCORES
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Approved by the State Board of Education March 6, 2003
READING
Basic
Proficient
Advanced
2
174
182
193
3
185
193
204
4
192
200
211
5
198
206
217
6
203
211
222
7
207
215
226
8
210
218
229
9
213
221
232
10
216
224
235
LANGUAGE
Basic
Proficient
Advanced
2
176
184
197
3
186
194
207
4
193
201
214
5
200
208
221
6
204
212
225
7
207
215
228
8
211
219
232
9
213
221
234
10
214
222
235
MATH
Basic
Proficient
Advanced
2
174
185
201
3
185
196
212
4
194
205
221
5
202
213
229
6
208
219
235
7
214
225
241
8
222
233
249
9
229
240
256
10
231
242
258
PROFICIENCY LEVELS DEFINITIONS
Approved by the State Board of Education March 6, 2003
ADVANCED: Exceeds Standards
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The student demonstrates thorough knowledge and mastery of skills that allows him/her to function
independently above their current educational level.



The student demonstrates a comprehensive understanding of all relevant information relevant
to the topic at level.
The student demonstrates comprehension and understanding of knowledge and skills above
his/her grade level.
The student can perform skills or processes independently without any significant errors.
PROFICIENT: Meets Standards
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The student demonstrates mastery of knowledge and skills that allow them to function independently on all
major concepts and skills related to their educational level.


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The student demonstrates a comprehensive understanding of all information relevant to the
topic, at level.
The student can perform skills or processes independently without any significant errors.
Idaho State Curriculum Guide Language/Writing 6th Grade
BASIC: Below Standards
©State of Idaho 2003
Back to Top
The student demonstrates basic knowledge and skills usage but cannot operate independently on
concepts and skills related to his/her educational level. Requires remediation and assistance to complete
tasks without significant errors.


The student has an incomplete knowledge of the topic and/or misconceptions about some
information.
The student requires assistance and coaching to complete tasks without errors.
BELOW BASIC: Critically Below Standards
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The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or
knowledge sets without significant remediation.


The student has critical deficiencies of relevant knowledge of topic and/or misconceptions
about some information.
The student cannot complete any skill set without significant assistance and coaching.
Sample Test Items
Basic Grammar and Usage RIT 201-210
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Basic Grammar and Usage RIT 211-220
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Idaho State Curriculum Guide Language/Writing 6th Grade
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©State of Idaho 2003
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
Basic Grammar and Usage RIT 221-240
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Capitalization RIT 201-210
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Capitalization RIT 211-220
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Capitalization RIT 221-240
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Composing and Writing Process RIT 201-210
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Idaho State Curriculum Guide Language/Writing 6th Grade
Composing and Writing Process RIT 211-220
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Composing and Writing Process RIT 221-230
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Composition Structure RIT 201-210
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Composition Structure RIT 211-220
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Composition Structure RIT 221-240
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©State of Idaho 2003
Idaho State Curriculum Guide Language/Writing 6th Grade
©State of Idaho 2003
Punctuation RIT 201-210
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Punctuation RIT 211-220
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Punctuation RIT 221-240
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Resources
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