School Improvement in Maryland

Using the Core Learning Goals: English

Print:

  • English Goals 8/2004
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CLG Toolkit

Tools aligned to CLG expectations and/or indicators.

  • Public Release Items
    HSA items and annotated student responses as appropriate
  • Sample Assessments
    Items and annotated student responses as appropriate

Goal 3: Controlling Language

The student will demonstrate the ability to control language by applying the conventions of Standard English in writing and speaking.

Expectation

3.1 The student will demonstrate understanding of the nature and structure of language, including grammar concepts and skills, to strengthen control of oral and written language.

Indicator

  • 3.1.1 The student will demonstrate the advantages and limitations of speech and writing when communicating in various situations for specific audiences and purposes.

Indicator

  • 3.1.2 The student will describe how intonation, pitch, volume, pause, and rate all influence meaning.

Indicator

  • 3.1.3 The student will determine grammatical classification of words by using meaning, position, form, and function.

Assessment limit:

Using the position and form to determine the function or classification of words and phrases

  • subjects and objects: noun, pronoun, gerund, infinitive, appositive, simple, compound
  • predicates: verb, verb phrase, simple, compound
  • modifiers: adjective (including pronouns used as adjectives), adverb, prepositional phrase, participle, infinitive, article
  • conjunctions: coordinating, subordinating, correlative, and conjunctive adverbs

Indicator

  • 3.1.4 The student will differentiate grammatically complete sentences from non-sentences.

Assessment limits:
  • Identifying sentence fragments
  • Identifying run-on sentences, including fused sentences and comma splices
  • Completing inappropriate sentence fragments

Indicator

  • 3.1.5 The student will incorporate subjects, predicates, and modifiers when composing original sentences.

Indicator

  • 3.1.6 The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas.

Assessment limit:

Combining sentences through the use of

  • logical coordination
  • logical and effective subordination
  • logical sequencing of ideas

Indicator

  • 3.1.7 The student will vary sentence types—simple, compound, complex, and compound/complex—to sustain reader or listener interest.

Indicator

  • 3.1.8 The student will expand sentences by positioning phrases and clauses to accomplish a purpose.

Assessment limit:

Expanding sentences by using correctly placed modifiers, including appositives, verbals, dependent clauses, and restrictive or nonrestrictive clauses

Indicator

  • 3.1.9 The student will recognize, combine, and transform basic sentence patterns to vary sentence structure, to emphasize selected ideas, and to achieve syntactic maturity.

Expectation

3.2 The student will identify how language choices in writing and speaking affect thoughts and feelings.

Indicator

  • 3.2.1 The student will choose a level of language, formal to informal, appropriate for a specific audience, situation, or purpose.

Indicator

  • 3.2.2 The student will differentiate connotative from denotative meanings of words.

Assessment limit:

Determining implied meaning(s) or image(s) associated with a particular word or phrase

  • Will not focus on the meaning of above-grade-level words

Indicator

  • 3.2.3 The student will describe how readers or listeners might respond differently to the same words.

Indicator

  • 3.2.4 The student will describe regional and social language differences.

Indicator

  • 3.2.5 The student will describe the impact of regional and social variations of language on listener or reader response.

Expectation

3.3 The student will use capitalization, punctuation, and correct spelling appropriately.

Indicator

  • 3.3.1 The student will edit texts for spelling, capitalization, and punctuation.

Assessment limit:

Using internalized knowledge to identify and correct errors

  • spelling of commonly confused words
  • end punctuation
  • commas: in a series, after introductory elements, setting off appositives and parenthetical statements, in dates and places, before coordinating conjunctions in compound sentences
  • semicolons between closely-related main clauses
  • semicolon and comma in compound sentence with a conjunctive adverb
  • apostrophes
  • capitalization: proper nouns, proper adjectives, geographic places, businesses, organizations and institutions

Indicator

  • 3.3.2 The student will use available resources to correct or confirm revisions and/or editorial choices.

Assessment limits:
  • Using a resource for all punctuation or capitalization skills not internalized or for rules that may be in flux
  • Using a resource for standard English usage
    • agreement of subject and verb
    • agreement of pronoun and antecedent
    • clear pronoun reference
    • appropriate case of nouns and pronouns
    • appropriate and consistent verb tenses
  • Using a resource to apply other common rules of language usage that are grade appropriate
  • Using a resource for standard English in place of nonstandard English and slang