Vertical Alignment Document. English Language Arts and Reading Grade 6 Grade 8 Oral and Written Conventions

Vertical Alignment Document English Language Arts and Reading Grade 6 Grade 8 Oral and Written Conventions 2012 2013

Oral and Written Convention/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: TxCCRS E/LAS I. Writing A5 Edit writing for proper voice, tense, syntax, assuring that it conforms to standard English, when appropriate. CDS II. Foundational Skills B Writing across the curriculum. B1 Write clearly and coherently using standard writing conventions. 6.19A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: 7.19A Identify, use, and understand the function of the following parts of speech in the context of reading, writing, and speaking: 8.19A Use and understand the function of the following parts of speech in the context of reading, writing, and speaking: Use, Understand THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING Leads to Readiness Standard 7.19A Readiness Standard Identify, Use, Understand THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING Use, Understand THE FUNCTION OF THE FOLLOWING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, AND SPEAKING (i) verbs (irregular verbs and active and passive voice) (i) verbs (perfect and progressive tenses) and participles (i) verbs (perfect and progressive tenses) and participles Irregular verb - a verb that does not follow the normal rules of conjugation (e.g., go, went, gone as forms of to go) Active voice - sentence structure in which the subject performs the action of the verb (e.g., the dog bit the boy), rather than being acted upon (e.g., the boy was bitten by the dog) Passive voice - sentence structure in Supporting Standard Perfect tense - verb form that indicates an act that has been completed. In the present perfect tense, the auxiliary verb has or have is used (e.g., has taken). In the past perfect tense, the auxiliary verb had is used (e.g., had taken). In the future perfect tense, the auxiliary verb shall have or will have is used (e.g., shall have taken). Perfect tense - verb forms that indicate an act that has been completed. In the present perfect tense, the auxiliary verb has or have is used (e.g., has taken). In the past perfect tense, the auxiliary verb had is used (e.g., had taken). In the future perfect tense, the auxiliary verb shall have or will have is used (e.g., shall have taken). Present perfect - action that is completed (e.g., They have walked.) 2012, TESCCC 08/17/12 Page 2 of 22

which the subject of the verb is being acted upon by the verb (e.g., he was hit by the ball) Leads to Supporting Standard 7.19Ai Present perfect - action that is completed (e.g., They have walked.) Past perfect - action that was completed (e.g., They had walked.) Future perfect - action that will be completed (e.g., They will have walked.) Progressive tense - a verb tense that indicates an action is ongoing (e.g., is taking). The progressive tense may also be combined with the perfect tense (e.g., has been taking or will have been taking). Present progressive (e.g., He is standing by the door.) Past progressive (e.g., He was standing by the door.) Future progressive (e.g., He will be standing by the door.) Participle - a verb form incorporating the use of -ed or -ing for regular verbs and using the third principle part of the verb for irregular verbs. These verb forms are used to make the perfect tenses (e.g., speaking in Jim was speaking) or to serve as modifiers (e.g., writing in the writing assignment). Present participle - verb that ends in ing (e.g., The crying baby was Past perfect - action that was completed (e.g., They had walked.) Future perfect - action that will be completed (e.g., They will have walked.) Progressive tense - a verb tense that indicates an action is ongoing (e.g., is taking). The progressive tense may also be combined with the perfect tense (e.g., has been taking or will have been taking). Present progressive (e.g., He is standing by the door.) Past progressive (e.g., He was standing by the door.) Future progressive (e.g., He will be standing by the door.) Participle - a verb form incorporating the use of -ed or -ing for regular verbs and using the third principle part of the verb for irregular verbs. These verb forms are used to form the progressive tenses (e.g., speaking in Jim was speaking) or to serve as modifiers (e.g., writing in the writing assignment). Present participle - verb that ends in ing (e.g., The crying baby was hungry.) Past participle - regular or irregular 2012, TESCCC 08/17/12 Page 3 of 22

(ii) non-count nouns (e.g., rice, paper) hungry.) Past participle - regular or irregular verbs written in past tense form (e.g., a chained prisoner; a written letter; a sunken ship.) verbs written in past tense form (e.g., a chained prisoner; a written letter; a sunken ship.) Non-count nouns - a singular form noun that cannot be made plural because it is considered as a whole unit rather than parts. Non-count nouns also include abstractions (e.g., progress) or words that have collective meaning (e.g., furniture). Examples of non-count nouns include: anger, courage, advice, homework, water, air, clothing, coffee, warmth, and rice. (iii) predictive adjectives (e.g., She is intelligent.) and their comparative and superlative forms (e.g., many, more, most) Many, more, most Irregular predicate adjectives (e.g., bad, worse, worst) Predicate adjective - an adjective used with a linking verb that describes the subject (e.g., beautiful in Mary is beautiful) 2012, TESCCC 08/17/12 Page 4 of 22

Comparative adjective - the form of an adjective used to compare two or more things. Comparatives are formed using er (e.g., taller, faster), - ier (e.g., happier), or the word more (e.g., more traditional). Superlative adjective - an adjective indicating the greatest (or least) degree of something. A superlative is usually formed using -est (e.g., the best and the brightest). (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed) Conjunctive adverb - an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or some other relationship between clauses Leads to Supporting Standard 7.19Aiv (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details Preposition - a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing) (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed) Supporting Standard Conjunctive adverb - an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or some other relationship between clauses (v) prepositions and prepositional phrases and their influence on subject-verb agreement Supporting Standard When a prepositional phrase is between the subject and the verb, 2012, TESCCC 08/17/12 Page 5 of 22

Prepositional phrase - a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her) Leads to Supporting Standard 7.19Av the verb must agree with the subject (e.g., The books on the shelf are dusty.) Preposition - a word that relates its object to another word in the sentence (e.g., at in at school or of in of your writing) Prepositional phrase - a phrase that begins with a preposition and is followed by an object (e.g., on the road and by her) (vi) indefinite pronouns (e.g., all, both, nothing, anything) Indefinite pronoun - a pronoun that does not refer to a specific person or thing (e.g., all, anything, both, each, everyone, many, nothing, several, some, something) Leads to Supporting Standard 7.19Avi (vii) subordinating conjunctions (e.g., while, because, although, if) Subordinating conjunction - introduces (vi) relative pronouns (e.g., whose, that, which) Supporting Standard Relative pronoun - a pronoun that refers to an antecedent (e.g., whom in the man whom you were talking to). Relative pronouns link a dependent clause to a main clause in a sentence. Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause (vii) subordinating conjunctions (e.g., because, since) Supporting Standard (iv) relative pronouns (e.g., whose, that, which) Relative pronoun - a pronoun that refers to an antecedent (e.g., whom in the man whom you were talking to). Relative pronouns link a dependent clause to a main clause in a sentence. Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause (v) subordinating conjunctions (e.g., because, since) Subordinating conjunction - introduces 2012, TESCCC 08/17/12 Page 6 of 22

a dependent clause and connects it to an independent clause (e.g., because, when, unless) Example of usage: Both students and teachers were at the assembly because of a special guest. Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause Leads to Supporting Standard 7.19Avii Subordinating conjunction - introduces a dependent clause and connects it to an independent clause (e.g., because, when, unless) Example of usage: Both students and teachers were at the assembly because of a special guest. Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause a dependent clause and connects it to an independent clause (e.g., because, when, unless) Example of usage: Both students and teachers were at the assembly because of a special guest. Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Dependent clause - a group of words with a subject and a verb that modifies a main or independent clause to which it is joined (e.g., until you leave in I will wait until you leave); also called a subordinate clause (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the organization of the writing (e.g., on the contrary, in addition to) Transitional word/phrase - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. (viii) transitions for sentence to sentence or paragraph to paragraph coherence Supporting Standard Transitional word/phrase - words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. 2012, TESCCC 08/17/12 Page 7 of 22

Note: Refer to 6.10C for skills related to organizational patterns. Leads to Supporting Standard 7.19Aviii Coherent - logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) (ii) appositive phrases (ii) appositive phrases Supporting Standard Appositive phrase - a phrase that appears directly after a noun or pronoun to describe or rename the noun or pronoun (e.g., Mr. Jones, the Nobel prize winner for literature, is teaching the class) (iii) adverbial and adjectival phrases and clauses Supporting Standard Phrase - a sentence fragment that does not include a subject and a verb Clause - a sentence fragment that contains a subject and a verb Adjectival phrase - a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g., the dog, showing off, is mine) Appositive phrase - a phrase that appears directly after a noun or pronoun to describe or rename the noun or pronoun (e.g., Mr. Jones, the Nobel prize winner for literature, is teaching the class) (iii) adverbial and adjectival phrases and clauses Phrase - a sentence fragment that does not include a subject and a verb Clause - a sentence fragment that contains a subject and a verb Adjectival phrase - a prepositional or participle phrase that acts like an adjective and modifies a noun or a pronoun (e.g., the dog, showing off, is mine) Adjectival clause - a group of words with a subject and a verb that acts as an adjective by describing a noun or 2012, TESCCC 08/17/12 Page 8 of 22

6.19B Differentiate between the active and passive voice and know how to use them both. Differentiate ELAR VERTICAL ALIGNMENT DOCUMENT BETWEEN THE ACTIVE AND PASSIVE VOICE AND KNOW HOW TO USE THEM BOTH Active voice - sentence structure in which the subject performs the action of the verb (e.g., the dog bit the boy), rather than being acted upon (e.g., the boy was bitten by the dog) Adjectival clause - a group of words with a subject and a verb that acts as an adjective by describing a noun or pronoun (e.g., the young man who is sitting near the door is my son). Relative pronouns (who, whom, whose, which, that) usually introduce the adjectival clause but clauses may also begin with relative adverbs (when, where, why). Adverbial phrase - a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., the tennis courts stay open late into the evening) Adverbial clause - a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or another adverb (e.g., I will go home when the party is over) pronoun (e.g., the young man who is sitting near the door is my son). Relative pronouns (who, whom, whose, which, that) usually introduce the adjectival clause but clauses may also begin with relative adverbs (when, where, why). Adverbial phrase - a prepositional phrase that modifies a verb, adjective, or another adverb (e.g., the tennis courts stay open late into the evening) Adverbial clause - a group of words with a subject and a verb that acts as an adverb by modifying a verb, adjective, or another adverb (e.g., I will go home when the party is over) 2012, TESCCC 08/17/12 Page 9 of 22

Passive voice - sentence structure in which the subject of the verb is being acted up by the verb (e.g., he was hit by the ball) Note: Refer to 6.19Ai for related skills on active and passive verbs. 7.19B Write complex sentences and differentiate between main versus subordinate clauses. Supporting Standard Write COMPLEX SENTENCES Complex sentence - a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left) Differentiate BETWEEN MAIN VERSUS SUBORDINATE CLAUSES Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Subordinate clause - a clause containing a subject and a verb that 8.19B Write complex sentences and differentiate between main versus subordinate clauses. Write COMPLEX SENTENCES Complex sentence - a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left) Differentiate BETWEEN MAIN VERSUS SUBORDINATE CLAUSES Independent clause - a group of words containing a subject and a verb that can stand alone as a complete sentence; also called a main clause Subordinate clause - a clause containing a subject and a verb that modifies a main or independent clause but cannot stand alone; also 2012, TESCCC 08/17/12 Page 10 of 22

6.19C Use complete simple and compound sentences with correct subject-verb agreement. Use ELAR VERTICAL ALIGNMENT DOCUMENT COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT SUBJECT-VERB AGREEMENT Simple sentence - a sentence with one clause (e.g., the chicken crossed the road) Compound sentence - a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened) Run-on sentence - consists of two or more simple sentences missing either proper punctuation or coordinating conjunction (e.g., Charlotte built her web others came to see it.) Fragment - part of a sentence (an incomplete thought) that is missing a subject or predicate (e.g., Built a web. The busy spider.) Leads to Readiness Standard 7.19C modifies a main or independent clause but cannot stand alone; also called a dependent clause (e.g., until he goes in I will wait until he goes) 7.19C Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. Readiness Standard Use A VARIETY OF COMPLETE SENTENCES THAT INCLUDE PROPERLY PLACED MODIFIERS, CORRECTLY IDENTIFIED ANTECEDENTS, PARALLEL STRUCTURES, AND CONSISTENT TENSES Use simple sentences Use compound sentences Use complex sentences Use sentences that do not shift in tense, number, or person Consider modifiers, antecedents, and parallel structures Simple sentence - a sentence with one clause (e.g., the chicken crossed the called a dependent clause (e.g., until he goes in I will wait until he goes) 8.19C Use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses. 2012, TESCCC 08/17/12 Page 11 of 22 Use A VARIETY OF COMPLETE SENTENCES THAT INCLUDE PROPERLY PLACED MODIFIERS, CORRECTLY IDENTIFIED ANTECEDENTS, PARALLEL STRUCTURES, AND CONSISTENT TENSES Use simple sentences Use compound sentences Use complex sentences Use sentences that do not shift in tense, number, or person Consider modifiers, antecedents, and parallel structures Simple sentence - a sentence with one clause (e.g., the chicken crossed the road)

road) Compound sentence - a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened) Complex sentence - a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left) Modifier - words that modify or make more specific the meanings of other words; includes words or phrases that act as adjectives and adverbs (e.g., The tired child fell off the swing.). The modifying phrase is next to or in clear relation to the intended word. Antecedent - a noun that a pronoun refers to (e.g., Iris is the antecedent of she in Iris tried, but she couldn't find the book) Parallel structure - the use of the same grammatical structure (i.e., noun phrases, verb phrases) within a sentence or in a bulleted list. Example of parallel structure: I like to swim, to dance, and to camp. Example of nonparallel structure: I like to swim, to dance, and go camping. Consistent tense - using the same verb tense throughout a sentence, Compound sentence - a sentence composed of at least two independent clauses linked with a conjunction (e.g., Sam talked, and Emma listened) Complex sentence - a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left) Modifier - words that modify or make more specific the meanings of other words; includes words or phrases that act as adjectives and adverbs (e.g., The tired child fell off the swing.). The modifying phrase is next to or in clear relation to the intended word. Antecedent - a noun that a pronoun refers to (e.g., Iris is the antecedent of she in Iris tried, but she couldn't find the book) Parallel structure - the use of the same grammatical structure (i.e., noun phrases, verb phrases) within a sentence or in a bulleted list. Example of parallel structure: I like to swim, to dance, and to camp. Example of nonparallel structure: I like to swim, to dance, and go camping. Consistent tense - using the same verb tense throughout a sentence, paragraph, or essay. Shifting from one verb tense to another should be 2012, TESCCC 08/17/12 Page 12 of 22

6.20 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 6.20A Use capitalization for: paragraph, or essay. Shifting from one verb tense to another should be done only when demonstrating a shift in time. 7.20 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 7.20A Use conventions of capitalization. done only when demonstrating a shift in time. 8.20 Writing/Conventions of Language/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. Students are expected to: 8.20A Use conventions of capitalization. Use CAPITALIZATION Leads to Readiness Standard 7.20A Readiness Standard Use CONVENTIONS OF CAPITALIZATION Apply previously learned standards for capitalization Use CONVENTIONS OF CAPITALIZATION Apply previously learned standards for capitalization (i) abbreviations Abbreviation - a shortened or contracted form of a word or phrase (e.g., Mr., Mrs., St., Blvd., Ave., Gen., Col., Lt., Dr.) Note: Abbreviations require a period at the end. 2012, TESCCC 08/17/12 Page 13 of 22

(ii) initials and acronyms Possible examples include: Initials (e.g., C.S. Lewis, J.K. Rowling, LBJ, etc.) Acronyms (e.g., RSVP, NASA, FBI, etc.) Note: Initials are separated by periods, but acronyms do not require periods. (iii) organizations Possible examples include: Organizations (e.g., National Aeronautics and Space Administration; Federal Bureau of Investigation) 6.20B Recognize and use punctuation marks, including: Recognize, Use PUNCTUATION MARKS INCLUDING Leads to Readiness Standard 7.20B 7.20B Recognize and use punctuation marks, including: Readiness Standard Recognize, Use PUNCTUATION MARKS INCLUDING 8.20B Use correct punctuation marks including: Use CORRECT PUNCTUATION MARKS INCLUDING (i) commas in compound sentences Compound sentence - consists of two or more simple sentences joined by a conjunction and a comma. A comma (i) commas after introductory words, phrases, and clauses Supporting Standard (i) commas after introductory structures and dependent adverbial clauses, and correct punctuation of complex sentences 2012, TESCCC 08/17/12 Page 14 of 22

precedes the coordinating conjunction (e.g., I lost my ring, but Mom found it.) Leads to Supporting Standard 7.20Bi Words and/or phrases used at the beginning of a sentence (e.g., After the game, the team went for pizza.) Set off transitional word or expression that begins a sentence (e.g., Additionally, do not forget about the fundraiser.) Separate introductory phrases in a series (e.g., In the gym, near the bleachers, we found the lost cell phone.) Set off nominative address/direct address (e.g., Principal Jones, are you coming to the meeting?) Use a comma after introductory words, phrases, and clauses Use correct punctuation of complex sentences Complex sentence - a sentence with an independent clause and at least one dependent clause (e.g., I cleaned the room when the guests left) (ii) proper punctuation and spacing for quotations Use quotation marks, spacing, and other punctuation marks (e.g., commas, periods, questions marks) as applicable before and after a direct quotation including: Beginning of the sentence (e.g., I became a doctor because of my desire to help people, she said.) Middle of the sentence- not divided (e.g., She said, I became a doctor because of my desire to help people. to the crowd of one hundred people. Middle of the sentence-divided 2012, TESCCC 08/17/12 Page 15 of 22

(e.g., I became a doctor, she said, because of my desire to help people.") End of the sentence (e.g., She said, I became a doctor because of my desire to help people, ) Do not use quotation marks for indirect quotations (e.g., The woman said that she choose to be a doctor in order to help others.) Note: While teaching how to punctuate quotations, also teach the rules for capitalization in quotations including capitalizing the first word in a direct quotation that is a complete sentence. (iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions or incomplete statements). Possible uses of parentheses: To indicate additional information within a sentence Example: The teacher (who always has a smile) greeted the students. To surround numbers or letters in a list Example: Before you go to bed, (1) do your homework, (2) clean your room, and (3) brush your teeth. To enclose a date (ii) semicolons, colons, and hyphens Supporting Standard Possible uses of semicolons: Between independent clauses in a compound sentence without coordinating conjunction Example: We bought a house on the west side of town; they bought theirs on the east side. Before a conjunctive adverb (e.g., however, otherwise, therefore, also, consequently, etc.) used to connect independent clauses. A comma goes after the conjunctive adverb. (ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses Possible uses of semicolons: Between independent clauses in a compound sentence without coordinating conjunction Example: We bought a house on the west side of town; they bought theirs on the east side. Before a conjunctive adverb (e.g., however, otherwise, therefore, also, consequently, etc.) used to connect independent clauses. A comma goes after the conjunctive adverb. 2012, TESCCC 08/17/12 Page 16 of 22

Example: George Washington (1732-1799) was our first president. Possible uses of brackets: To insert something that is already enclosed in parentheses Example: The book (which was very long [968 pages]) was difficult to finish. To insert words or phrases giving further explanation to direct quotations Example: The student said, It [the baked macaroni] was my favorite dish. Possible uses of ellipses: To show an omission in a quotation Example: Congress shall make no law prohibiting the free exercise of freedom of speech. To demonstrate a pause in narrative text Example: I don t know where to turn, she cried. Example: It is late; otherwise, I would go to the movies. To separate a series of phrases or clauses that have punctuation, like commas, in them Example: The winning team included three boys from the same school: Joe Smith, the catcher; Jose Martinez, the short stop; and Dave Larsen, the right fielder. Conjunctive adverb - an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or some other relationship between the clauses Possible uses of colons: After an independent clause that introduces a list that follows Example: On vacation, we traveled through three states: Texas, New Mexico, and Arizona. After the salutation in a business letter Example: To whom it may concern: Example: It is late; otherwise, I would go to the movies. To separate a series of phrases or clauses that have punctuation, like commas, in them Example: The winning team included three boys from the same school: Joe Smith, the catcher; Jose Martinez, the short stop; and Dave Larsen, the right fielder. Conjunctive adverb - an adverb (e.g., however, nonetheless, therefore) that introduces or connects independent clauses and that shows cause and effect, comparison, contrast, or some other relationship between the clauses Possible uses of colons: After an independent clause that introduces a list that follows Example: On vacation, we traveled through three states: Texas, New Mexico, and Arizona. After the salutation in a business letter Example: To whom it may concern: Possible uses of hyphens In a compound adjective (two adjectives joined together to describe the same noun) Possible uses of hyphens: In a compound adjective (two adjectives joined together to describe the same noun) 2012, TESCCC 08/17/12 Page 17 of 22

Example: Gary Paulsen is a wellknown author. In compound numbers Example: The president must be thirty-five years old. With prefix ex- (meaning former), self-, and all- (e.g., ex-husband, self-righteous, all-inclusive); with the suffix -elect (e.g., president-elect) Example: The mayor-elect was selfconfident he would do a good job for the city. To divide words at the end of line when space is limited (make the breaks at syllable junctures) Example: The intelligent boy was re-warded for his courage. Example: Gary Paulsen is a wellknown author. In compound numbers Example: The president must be thirty-five years old. With prefix ex- (meaning former), self-, and all- (e.g., ex-husband, self-righteous, all-inclusive); with the suffix -elect (e.g., president-elect) Example: The mayor-elect was selfconfident he would do a good job for the city. To divide words at the end of line when space is limited (make the breaks at syllable junctures) Example: The intelligent boy was re-warded for his courage. Possible uses of parentheses: To indicate additional information within a sentence Example: The teacher (who always has a smile) greeted the students. To surround numbers or letters in a list Example: Before you go to bed, (1) do your homework, (2) clean your room, and (3) brush your teeth. To enclose a date Example: George Washington (1732-1799) was our first president. 2012, TESCCC 08/17/12 Page 18 of 22

Possible uses of brackets: To insert something that is already enclosed in parentheses Example: The book (which was very long [968 pages]) was difficult to finish. To insert words or phrases giving further explanation to direct quotations Example: The student said, It [the baked macaroni] was my favorite dish. 6.20C Use proper mechanics including italics and underlining for titles of books. Possible uses of ellipses: To show an omission in a quotation Example: Congress shall make no law prohibiting the free exercise of freedom of speech. To demonstrate a pause in narrative text Example: I don t know where to turn, she cried. Use PROPER MECHANICS Use italics or underlining for titles of 2012, TESCCC 08/17/12 Page 19 of 22

terms that can stand by themselves Use italics and underlining for titles of books, magazines, albums, paintings, ships, plays Use italics or underlining to distinguish certain words from other words in a text Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 6.21A Differentiate between commonly confused terms (e.g., its, it s; affect, effect). Differentiate BETWEEN COMMONLY CONFUSED TERMS Use it s as a contraction for it is or it has (e.g., It s a beautiful day); use its as a possessive pronoun belonging to it (e.g., The cow lost its bell.) Use affect (as a verb) meaning to influence (e.g., Her sprained ankle affected the way she walked); use effect (as a noun) meaning as a result (e.g., The effect of the medicine was immediate.) Other possible examples include: Capital, capitol Farther, further 2012, TESCCC 08/17/12 Page 20 of 22

Quiet, quite, quit Principal, principle 6.21B Use spelling patterns and rules and print and electronic resources to determine and check correct spellings. Use ELAR VERTICAL ALIGNMENT DOCUMENT SPELLING PATTERNS AND RULES AND PRINT AND ELECTRONIC RESOURCES TO DETERMINE AND CHECK CORRECT SPELLINGS Possible examples of resources: Word wall Personal dictionary Printed or electronic dictionary Printed or electronic thesaurus Glossary Note: Refer to previous grade-level expectations and 6.21A for spelling patterns and rules. Leads to Readiness Standard 7.21A 6.21C Know how to use the spell-check function in word processing while understanding its limitations. Know 7.21A Spell correctly, including using various resources to determine and check correct spellings. Readiness Standard Spell CORRECTLY, INCLUDING USING VARIOUS RESOURCES TO DETERMINE AND CHECK CORRECT SPELLINGS Possible examples of resources: Word wall Personal dictionary Printed or electronic dictionary Printed or electronic thesaurus Glossary 8.21A Spell correctly, including using various resources to determine and check correct spellings. 2012, TESCCC 08/17/12 Page 21 of 22 Spell CORRECTLY, INCLUDING USING VARIOUS RESOURCES TO DETERMINE AND CHECK CORRECT SPELLINGS Possible examples of resources: Word wall Personal dictionary Printed or electronic dictionary Printed or electronic thesaurus Glossary

HOW TO USE THE SPELL-CHECK FUNCTION IN WORD PROCESSING WHILE UNDERSTANDING ITS LIMITATIONS Add words and spellings to the dictionary of the word processing program Know when and how to ignore a recommended change in spelling Know when and how to use the autocorrect function in spell check 2012, TESCCC 08/17/12 Page 22 of 22