Unit 1: The Writing Process (Part 1)

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• I can write sentences that follow the rules of grammar and punctuation. (Simple, compound, and complex sentences)
• I can use words like and, but, because, although, and so to connect my ideas. (Coordinating and subordinating conjunctions)
• I can work by myself or with others to write sentences that make sense and are easy to understand.
• I can make my writing better by planning, fixing mistakes, and rewriting my sentences. (Simple, compound, and complex sentences)

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Basic English 7 (At a Glance)

Unit 2: The Writing Process (Part 2)

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• I can write different types of sentences (simple, compound, and complex) and different kinds of paragraphs (informative, persuasive, how-to, and stories).
• I can write with a beginning that introduces my topic, details that explain my ideas, and an ending that wraps everything up.
• I can use transition words (like first, next, also, because, finally) to connect my ideas and make my writing flow.
• I can make my writing better by planning, fixing mistakes, and rewriting so it clearly shows my main purpose.

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Unit 3: Grammar

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• I can use capital letters correctly (at the start of sentences, for names, titles, places, holidays, brands, and important events).
• I can use punctuation correctly:
• Periods (end of a sentence, commands, abbreviations, initials).
• Exclamation marks (!) for strong feelings.
• Question marks (?) at the end of a question.
• Commas (in dates, lists, after introduction words, before and/but/so, in quotes, when talking to someone).
• Quotation marks (“ ”) to show what someone is saying.
• I can make sure my sentences follow the rules of English, especially subject–verb agreement (like She runs not She run), when I write for school.

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Unit 4: Vocabulary (ongoing)

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• I can use Greek and Latin word parts (prefixes, roots, suffixes) to help me figure out what a word means.
• I can find and understand figurative language in what I read (like similes, metaphors, personification).
• I can understand how words are connected by using them in sentences that show meaning.
• I can find synonyms (words that mean the same) and antonyms (words that mean the opposite) to better understand vocabulary.

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Unit 6: IXL (ongoing)

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• I can figure out the meaning of new or tricky words by using my memory, a graphic organizer, or an online dictionary.
• I can use Greek and Latin word parts (prefixes, roots, suffixes) to help me understand what a word means.
• I can write sentences that follow grammar rules by using phrases, clauses, and simple, compound, and complex sentences.
• I can organize my writing in a logical order so my ideas are clear and easy to follow.
• I can look at sentences and paragraphs to make them clearer and more effective.
• I can practice correct capitalization, punctuation, and spelling when writing by working on IXL activities.
• I can spot and fix mistakes in sentence structure, punctuation, and word use by doing IXL assignments.

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Unit 7: Literary Terms & Text

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• I can figure out what words and phrases mean and explain how an author’s word choices affect the mood or tone of the text.
• I can find and use exact evidence from the text to support my answers and ideas.
• I can take part in group discussions by listening to others, adding to their ideas, and sharing my thoughts clearly.
• I can write a book review that clearly explains the setting, characters, plot, conflict, and theme.

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Unit 5: Major Writing (Narrative, Persuasive, Informative, & Explanatory Essays

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• I can find information from good (credible) sources, put it in my own words, and use it to write a clear one–two page essay.
• I can make a graphic organizer to plan my writing (with help from my teacher).
• I can write different kinds of essays:
• Narrative (a story about me, like an autobiography)
• Explanatory (explains something)
• Persuasive (tries to convince someone)
• Expository (gives facts and information)
• I can write with a beginning that introduces my topic, details that explain my ideas, and an ending that wraps everything up.
• With teacher support, I can use transition words (like first, next, also, because, finally) to connect my ideas.
• With teacher support, I can make my writing better by planning, fixing mistakes, and rewriting so my purpose is clear.
• With teacher guidance, I can create a Works Cited page to show where I got my information.

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Basic English 7 (At a Glance)