DesCartes: A Continuum of Learning

RIT Score Range:

Language Usage

201 - 210

Goal: Language: Understand, Edit for Grammar, Usage

Skills and concepts to Enhance (73% Probability*)
191 - 200
Parts of Speech

Skills and Concepts to Develop (50% Probability*)

201 - 210
Parts of Speech

Skills and Concepts to Introduce (27% Probability*)

211 - 220
Parts of Speech

Identifies past tense verbs

Uses the conjunction "and" to create a compound sentence

Identifies the future tense of regular verbs

Uses the conjunction "so" to create a compound sentence

Uses relative pronouns (term not used) appropriately in written

compositions (e.g., who, whoever, which, that, whom)

Determines correct verb form for sentences containing collective nouns

(term not used; e.g., jury, team, etc.)

Edits for errors in usage

Classifies words as adjectives

Identifies proper nouns in written compositions

Uses the conjunction "so" to create a compound sentence

Understands the meaning of future tense verbs (term not used)

Defines proper noun

Identifies the correct use of then/than

Classifies text as written in the past tense

Classifies words as nouns

Edits for errors in usage

Uses the past tense of regular verbs (terms not used)

Identifies the objective case (direct object, indirect object, object of

preposition) of a noun in written compositions

Classifies words as nouns

Uses the present tense of regular verbs (term not used)

Recognizes irregular plurals (term not used) of nouns in written

compositions

Identifies the objective case (direct object, indirect object, object of

preposition) of a noun in written compositions

Forms the past participle of regular verbs (term not used)

Recognizes irregular plurals of nouns in written compositions

Defines direct object

Identifies the correct linking verb for the content of the sentence

Differentiates between possessive singular and plural forms of nouns

(terms not used)

Recognizes the plural of compound nouns (e.g., passersby)

Uses main verbs to form the past perfect tense (term not used) in
written compositions (e.g., Jane has been helping me.)

Uses helping verbs to form the present perfect tense (term not used) in
written compositions (e.g., I have lived here for seven years.)

Differentiates between possessive singular and plural forms of nouns

Identifies the possessive nouns in written composition

Determines whether a noun is singular or plural based on subject-verb

agreement

Uses a consistent tense form in writing with irregular verbs (terms not
used)

Identifies subjective pronouns (nominative, term not used; e.g., I, you,

he, she, it, we, they) in written compositions

Differentiates between possessive singular and plural forms of nouns

Uses irregular verbs (term not used) in written compositions (e.g.,

swim, swam, swum)

Uses the simple possessive (term not used) "their" correctly in written
compositions

Identifies subjective pronouns (nominative, term not used; e.g., I, you,

he, she, it, we, they) in written compositions

Uses irregular verbs (term not used) in written compositions (e.g.,

bring, brought, brought)

Uses subjective pronouns (nominative, term not used) we, he, she,
and they correctly in written compositions

Uses subjective pronouns (nominative, term not used) we, he, she,
and they correctly in written compositions

Uses irregular verbs (term not used) in written compositions (e.g., go,
went, gone)

Recognizes plural forms of objective pronouns (term not used)

Recognizes correct usage of reflexive pronouns (term not used)

Uses the subjective pronouns (nominative, term not used) he, she, and
we correctly in written compositions as part of a compound subject

Uses past tense of irregular verbs (term not used) in written

compositions (e.g., grew. flew, knew)

Uses relative pronouns (term not used) appropriately in written

compositions (e.g., who, whoever, which, that, whom)

Uses indefinite pronouns (term not used) appropriately in written

compositions

Uses an irregular verb following an adverb phrase (terms not used;

e.g., When I was in 7th grade, I kept my books in the locker.)

Identifies numerical adjectives (term not used) in written compositions

Recognizes correct usage of reflexive pronouns (term not used)

Classifies words as adjectives

Recognizes examples of verbs used as adjectives

Evaluates the usage of positive, comparative, and superlative forms of

adjectives (terms not used) in written sentences

Classifies words as adjectives (term not used)

Uses the irregular verb (term not used) see in written compositions
Uses the past and present perfect forms of irregular verbs (terms not
used) in written compositions (e.g., fly, flew, flown; know, knew, known)

Recognizes when the possessive pronoun "their" needs to be used

Evaluates the usage of positive, comparative, and superlative forms of

adjectives (terms not used) in written sentences

Identifies the past tense of irregular verbs (term not used)

Uses more or less to create the comparative form of an adjective

(terms not used) to complete a sentence

Uses well and good correctly in written compositions

Uses comparative form of adjectives correctly

Uses adverbs (term not used) to make comparisons in written

compositions

Identifies superlative adjectives (term not used) (e.g., -est, most, least)
in written compositions

Uses comparative form of adjectives (terms not used) correctly

Uses most plus an adverb (term not used) to make comparisons in

written compositions

Identifies present tense verbs (term not used)

Identifies present participles in written compositions (e.g., is running)

Determines correct verb form for sentences containing the pronoun

"there" (term not used; e.g., There are several new houses on my
street.)

Identifies the correct auxiliary verb for the content of the sentence
(e.g., will, was, shall)

Uses most or least to create the superlative form of an adjective (terms

not used) to complete a sentence
Uses I and me correctly
Uses appropriate form of irregular nouns (term not used)

Determines correct verb form for sentences containing collective

nouns (term not used; e.g., jury, team, etc.)

Uses the conjunction "and" to create a compound sentence

Uses future perfect tense verbs (term not used) in written compositions

Recognizes that the suffix -er means more when used with an
adjective (term not used)
Uses comparative form of adjectives correctly

Uses linking verbs in sentences containing complex subjects (terms

not used; e.g., The time for selling houses is now.)
Uses a consistent tense form in writing with irregular verbs (terms not
used)

Uses the conjunction "but" to create a compound sentence

Explanatory Notes
* At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into
appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.
2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use.
Educational Standard: Common Core English Language Arts K-12: 2010

Common Core 3.5.1

DesCartes: A Continuum of Learning

RIT Score Range:

Language Usage

201 - 210

Goal: Language: Understand, Edit for Grammar, Usage

Skills and concepts to Enhance (73% Probability*)
191 - 200
Parts of Speech

Skills and Concepts to Develop (50% Probability*)

201 - 210
Parts of Speech

Skills and Concepts to Introduce (27% Probability*)

211 - 220
Parts of Speech

Uses the conjunction "so" to create a compound sentence

Identifies proper nouns in written compositions

Uses main verbs to form the past perfect tense (term not used) in
written compositions (e.g., Jane has been helping me.)

Uses irregular verbs (term not used) in written compositions (e.g.,

bring, brought, brought)

Identifies nouns in written compositions

Recognizes correct usage of indefinite pronouns (term not used)

Uses the irregular verb (term not used) lie in written compositions

Identifies words that tell "who" did an action

Selects the conjunctive adverb "therefore" to create a compound

sentence

Uses the past perfect and present perfect tenses of irregular verbs
(terms not used) in written compositions

Identifies the correct linking verb for the content of the sentence

Recognizes the correct use of irregular verbs

Identifies the correct auxiliary verb for the content of the sentence
(e.g., will, was, shall)

Uses most plus an adverb (term not used) to make comparisons in

written compositions

Uses linking verbs in sentences containing complex subjects (terms

not used; e.g., The time for selling houses is now.)

Identifies prepositions in written phrases

Uses a consistent tense form in writing with irregular verbs (terms not
used)

Labels the parts of speech found in simple sentences (term not used)

Defines proper noun

Classifies words as nouns
Recognizes irregular plurals (term not used) of nouns in written
compositions
Recognizes regular plurals of nouns in written compositions
Recognizes irregular plurals of nouns in written compositions
Chooses a singular or plural noun (term not used), depending on the
context of the sentence
Differentiates between possessive singular and plural forms of nouns

Uses irregular verbs (term not used) in written compositions (e.g.,

bring, brought, brought)

Identifies subjective pronouns (nominative, term not used; e.g., I, you,

he, she, it, we, they) in written compositions

Uses an irregular verb following an adverb phrase (terms not used;

e.g., When I was in 7th grade, I kept my books in the locker.)

Uses the simple possessive (term not used) "their" correctly in written
compositions

Uses the past and present perfect forms of irregular verbs (terms not
used) in written compositions (e.g., fly, flew, flown; know, knew, known)

Recognizes correct usage of indefinite pronouns (term not used)

Uses adverbs (term not used) to make comparisons in written

compositions

Uses relative pronouns (term not used) appropriately in written

compositions (e.g., who, whoever, which, that, whom)
Distinguishes between words that describe nouns (term not used) and
other words
Evaluates the usage of positive, comparative, and superlative forms of
adjectives (terms not used) in written sentences
Uses comparative form of an adjective (terms not used) ending in -y to
complete a sentence

Identifies conjunctions in written compositions

Uses most plus an adverb (term not used) to make comparisons in

written compositions
Identifies words (prepositions, term not used) that tell how, where, or
which
Identifies conjunctions in written compositions
Labels the parts of speech found in simple sentences (term not used)

Uses the irregular comparative and superlative forms of the adjective

bad (e.g., worse, worst) to complete a sentence (terms not used)
Uses comparative form of adjectives correctly
Uses predicate adjectives (term not used) in written compositions
Classifies words as verbs in written compositions
Defines pronoun
Identifies past tense verbs (term not used)
Identifies the future tense of regular verbs (terms not used)
Phrases, Clauses, Agreement, Sentences

Phrases, Clauses, Agreement, Sentences

Phrases, Clauses, Agreement, Sentences

Arranges word order of sentences into alternate forms, adding

dependent clauses (term not used)

Uses adverb clauses (term not used) in written compositions

Recognizes examples of inverted order in written sentences

Identifies the subject of a sentence

Identifies the two main parts of a sentence as subject and predicate

Identifies the subject of a sentence

Identifies incomplete sentences

Identifies the part of speech needed to complete a sentence

Identifies sentences showing the subject and predicate correctly divided

Identifies run-on sentences

Identifies run-on sentences

Completes sentences by adding the missing parts of speech

Identifies sentence fragments (term used)

Explanatory Notes
* At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into
appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.
2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use.
Educational Standard: Common Core English Language Arts K-12: 2010

Common Core 3.5.1

DesCartes: A Continuum of Learning

RIT Score Range:

Language Usage

201 - 210

Goal: Language: Understand, Edit for Grammar, Usage

Skills and concepts to Enhance (73% Probability*)
191 - 200
Phrases, Clauses, Agreement, Sentences

Skills and Concepts to Develop (50% Probability*)

201 - 210
Phrases, Clauses, Agreement, Sentences

Skills and Concepts to Introduce (27% Probability*)

211 - 220
Phrases, Clauses, Agreement, Sentences

Completes an inverted sentence by selecting a phrase that fits the

content and meaning of the sentence

Converts clauses/phrases/sentence fragments (terms not used) into

complete sentences

Evaluates the use of parallel structure in writing

Identifies complete sentences

Classifies sentences as declarative

Identifies incomplete sentences

Differentiates between examples of statements and other sentence

types

Completes incomplete sentences

Recognizes that an interrogative sentence asks a question

Converts clauses/phrases/sentence fragments (terms not used) into

complete sentences

Classifies sentences as interrogative (term not used)

Classifies sentences as statements or sentences that make a

statement
Completes an exclamatory sentence (term not used) using proper
word order and appropriate content
Classifies sentences as exclamations/exclamatory (term not used)
when ending punctuation is present
Classifies sentences as directions based on punctuation, word order,
and content
Classifies sentences as commands based on punctuation, word order,
and content
Identifies command/imperative statements
Identifies multiple sentences with the same meaning that vary in
structure (e.g., On Saturday, Jose and Kyle went to the river to swim.
Jose and Kyle went to the river to swim on Saturday. Jose and Kyle, on
Saturday, went to the river to swim.)
Combines sentences to improve clarity by using multiple types of
complex grammar (adverb, appositive, compound predicate, terms not
used)
Combines sentences to improve clarity using a compound subject
(term not used)
Combines sentences to improve clarity by using an adjective clause
(term not used; e.g., The boy who played basketball gave his coach the
bottle.)
Combines sentences to improve clarity by using an adverb clause
(term not used; e.g., Joe will cook steaks. Sue will prepare salad. Joe
will cook the steaks while Sue prepares salad.)
Combines sentences to improve clarity by using an independent
clause (term not used; e.g., John saw a bird. It was spotted orange and
black. The bird acted strangely. John saw an orange and black spotted
bird that acted strangely.)
Combines sentences to improve clarity by using adjectives (term not
used; e.g., A girl ran by the store. She was a young girl. The store was
closed. The young girl ran by the closed store.)
Combines sentences to improve clarity by using a dependent clause
(term not used; e.g., We read our books. It was raining. We read our
books, for it was raining.)

Classifies sentences as exclamations/exclamatory based on word

order and content
Classifies sentences as directions based on punctuation, word order,
and content
Classifies sentences as commands based on punctuation, word order,
and content
Classifies sentences as compound
Combines sentences to improve clarity by using multiple types of
complex grammar (adverb, appositive, compound predicate, terms not
used)
Revises and combines sentences using gerund phrases (terms not
used; e.g., Jon is a soccer player. Sue is a soccer player. Jon plays for
Lincoln High School. Sue plays for Jefferson High School. Jon and Sue
are soccer players, Jon playing for Lincoln High School and Sue for
Jefferson High School.)
Revises and combines sentences by changing point of view from first
person to third person (terms not used; e.g., We heard the jazz
musician. He was playing music. The musician was playing music.)
Revises and combines sentences using an appositive phrase (terms
not used; e.g., Juan enjoys art classes. He takes classes in pottery and
watercolor. He takes the classes at Porter Community College. Juan,
who enjoys art classes, takes pottery and watercolor classes at Porter
Community College.)
Arranges word order of sentences into alternate forms, adding
dependent clauses (term not used)
Arranges word order of sentences into alternate forms by rephrasing
adverb clauses (term not used)
Arranges word order of sentences by rephrasing adjective clauses
(term not used)
Arranges word order of sentences by altering the placement of
adjective clauses (term not used)

Classifies examples of declarative complex sentences (terms not used)

Classifies sentences as interrogative
Classifies sentences as simple
Identifies compound sentences
Classifies sentences as compound
Combines sentences to improve clarity by using multiple types of
complex grammar (adverb, appositive, compound predicate, terms not
used)
Rewrites sentences in question form
Revises and combines sentences using gerund phrases (terms not
used; e.g., Jon is a soccer player. Sue is a soccer player. Jon plays for
Lincoln High School. Sue plays for Jefferson High School. Jon and Sue
are soccer players, Jon playing for Lincoln High School and Sue for
Jefferson High School.)
Revises and combines sentences by changing point of view from first
person to third person (terms not used; e.g., We heard the jazz
musician. He was playing music. The musician was playing music.)
Revises sentences by using an adverb clause to combine sentences
(terms not used; e.g., Marie always practices the flute. She is an
excellent flutist. Because Marie always practices the flute, she is an
excellent flutist.)
Arranges word order of sentences into alternate forms by rephrasing
adverb clauses (term not used)
Arranges word order of sentences by reversing the subject and verb
(terms not used)
Identifies run-on sentences (term not used) while editing work
Identifies prepositional phrases
Describes the function of a prepositional phrase in a written
composition
Uses verb phrases (predicates, terms not used) in written compositions
Uses verb phrases in written compositions
Identifies the main clause in a sentence

Arranges word order of sentences by reversing the subject and verb

(terms not used)
Identifies correct usage (case, gender, number) of pronouns in
sentences that do not contain antecedents (terms not used)
Identifies correct usage of pronouns and antecedents
Arranges word order of sentences by changing the placement of a
direct quote within a sentence

Explanatory Notes
* At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into
appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.
2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use.
Educational Standard: Common Core English Language Arts K-12: 2010

Common Core 3.5.1

DesCartes: A Continuum of Learning

RIT Score Range:

Language Usage

201 - 210

Goal: Language: Understand, Edit for Grammar, Usage

Skills and concepts to Enhance (73% Probability*)
191 - 200
Phrases, Clauses, Agreement, Sentences

Skills and Concepts to Develop (50% Probability*)

201 - 210
Phrases, Clauses, Agreement, Sentences

Combines sentences to improve clarity by using a compound subject in

a compound sentence (terms not used; e.g., Bill plays the drums. Tom
plays the drums. Henry plays the trumpet. Bill and Tom play the drums,
and Henry plays the trumpet.)

Arranges sentences into alternate forms with correct syntax (term not
used)

Combines sentences to improve clarity by using a prepositional phrase

(term not used; e.g., Sarah gave Kathy a book. It was Kathy's
graduation day. On Kathy's graduation day, Sarah gave Kathy a book.)

Evaluates the syntax (term not used) of sentences (word order, form)

Revises sentence for grammar

Identifies run-on sentences (term not used) while editing work

Identifies an alternate form of syntax, combining simple sentences to

form a complex sentence (terms not used)

Recognizes correct subject-verb agreement for linking verbs in written

compositions (terms not used)

Identifies run-on sentences that need revision

Recognizes correct subject-verb agreement

Skills and Concepts to Introduce (27% Probability*)

211 - 220
Phrases, Clauses, Agreement, Sentences

Replaces a word without changing the meaning of a sentence (e.g.,

either, otherwise, both)
Recognizes complete sentences

Changes word order of sentences from present to past tense

Arranges word order of a sentence into an alternate form by changing
verb placement (term not used)
Arranges word order of sentences into alternate forms by rephrasing
adverb clauses (term not used)
Arranges word order of sentences by altering the placement of adverb
clauses (term not used)
Arranges word order of sentences by reversing the subject and verb
(terms not used)
Evaluates the syntax (term not used) of sentences (word order, form)
Recognizes complete sentences
Edits for complete and correct sentences
Recognizes correct subject-verb agreement (term not used)
Recognizes correct subject-verb agreement
Uses correct subject-verb agreement (term not used)
Identifies correct usage (case, gender, number) of pronouns in
sentences that do not contain antecedents (terms not used)
Uses adverb clauses (term not used) in written compositions
New Vocabulary: clause, future tense, grammar, subject-verb agreement,
tense
New Signs and Symbols: None

New Vocabulary: antecedent, comma splice, complex sentence,

compound-complex sentence, conjunction, declarative sentence,
dependent clause, direct object, fragment, imperative sentence,
interjection, interrogative sentence, linking verb, part of speech, plural
possessive, preposition, rough draft, simple sentence, verb phrase

New Vocabulary: main clause, present participle

New Signs and Symbols: ' apostrophe

New Signs and Symbols: None

Explanatory Notes
* At the range mid-point, this is the probability students would correctly answer items measuring these concepts and skills. Both data from test items and review by NWEA curriculum specialists are used to place Learning Continuum statements into
appropriate RIT ranges. Blank cells indicate data are limited or unavailable for this range or document version.
2006-2014 Northwest Evaluation Association. All rights reserved. Please refer to the DesCartes Use Agreement for terms of use.
Educational Standard: Common Core English Language Arts K-12: 2010

Common Core 3.5.1