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
revise drafts for coherence, organization, use of simple and compound sentences, and audience
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
edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric
use the complete subject and the complete predicate in a sentence
spell words with more advanced orthographic patterns and rules: (i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es), (ii) irregular plurals (e.g., man/men, foot/feet, child/children), (iii) double consonants in middle of words, (iv) other ways to spell sh (e.g., -sion, -tion, -cian), (v) silent letters (e.g., knee, wring)
spell commonly used homophones (e.g., there, they're, their; two, too, to)
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