revise drafts for coherence, organization, use of simple and compound sentences, and audience
create brief compositions that: (i) establish a central idea in a topic sentence, (ii) include supporting sentences with simple facts, details, and explanations, (iii) contain a concluding statement
edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
use the complete subject and the complete predicate in a sentence
use capitalization for: (i) historical events and documents, (ii) titles of books, stories, and essays, (iii) languages, races, and nationalities
use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs), (ii) nouns (singular/plural, common/proper), (iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest), (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot), (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details, (vi) reflexive pronouns (e.g., myself, ourselves), (vii) correlative conjunctions (e.g., either/or, neither/nor), (viii) use time-order transition words and transitions that indicate a conclusion
use spelling patterns and rules and print and electronic resources to determine and check correct spellings
spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-)
spell commonly used homophones (e.g., there, they're, their; two, too, to)
Track each student's skills and progress in your Mastery dashboards
