PenPal Schools provides an excellent opportunity for students to improve their writing skills in an authentic, global context through project-based learning!
"I was impressed with how thoughtful my students were about their responses, particularly after they learned they had authentic audiences! The topics really hit home."
Wendi Pillars
North Carolina, USA
With the teacher dashboard, educators can assess their students' work across a variety of learning objectives to help them improve:
PenPal Schools learning objectives are aligned to a variety of academic standards, including Common Core State Standards, Texas Essential Knowledge and Skills, and International Baccalaureate Organization Standards (IB). Read on to see how you can use PenPal Schools learning objectives to assess and improve students' abilities relative to the standards that interest you.

Don't see the standards you're looking for? Contact us to request documentation of how PenPal Schools learning objectives align to the standards that your school uses!
Structure
PenPal Schools Learning Objective: Structure
​Student uses clear and logical paragraph structure (introduction, details, conclusion)
CCSS Grade Level Standards: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions
CCSS.ELA-LITERACY.WHST.6-8.2.A
CCSS.ELA-LITERACY.WHST.9-10.2.A
CCSS.ELA-LITERACY.WHST.11-12.2.A
§110.7. English Language Arts and Reading, Elementary School
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, and a conclusion
§110.21-25. English Language Arts and Reading, Middle School
​(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
(ii) developing an engaging idea reflecting depth of thought with specific facts and details;
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
(C) compose multi-paragraph argumentative texts using genre characteristics and craft
110.31-34. English Language Arts and Reading, High School
(15)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(i)  effective introductory and concluding paragraphs and a variety of sentence structures;
(iv)  an organizing structure appropriate to purpose, audience, and context; and
(16)  Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
(D)  an organizing structure appropriate to the purpose, audience, and context; and
(17)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to
(C)  use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).
Criterion C: Producing Text
Students produce written and spoken text, focusing on the creative process itself and on the understanding of the connection between the creator and his or her audience. Students make choices aimed at producing texts that affect both the creator and the audience.
Criterion D: Using Language
Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention.
Transitions
PenPal Schools Learning Objective: Transitions
​Student uses appropriate transition words to clarify between ideas
CCSS Grade Level Standards: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
CCSS.ELA-LITERACY.WHST.6-8.2.C
CCSS.ELA-LITERACY.WHST.9-10.2.C
CCSS.ELA-LITERACY.WHST.11-12.2.C
§110.6-7. English Language Arts and Reading, Elementary School
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, and a conclusion
§110.21-25. English Language Arts and Reading, Middle School
​(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
110.31-34. English Language Arts and Reading, High School
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
(15)  Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
(A)  write an analytical essay of sufficient length that includes:
(ii)  rhetorical devices, and transitions between paragraphs
§110.52. Creative Writing
(2)  The student selects and uses recursive writing processes for self-initiated and assigned writing. The student is expected to:
(D)  use effective sequence and transitions to achieve coherence and meaning
Criterion D: Using Language
​​Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention.
Spelling
PenPal Schools Learning Objective: Spelling
​Student spells words correctly
§110.2-7. English Language Arts and Reading, Elementary School
​(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking --beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student is expected to:
(B) demonstrate and apply spelling knowledge by:
(i) spelling multi-syllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
(ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and selection and/k/ to/sh/ such as music and musician;
(iii) spelling multi-syllabic words with multiple sound-spelling patterns;
(iv) spelling words using advanced knowledge of syllable division patterns;
(v) spelling words using knowledge of prefixes; and
(vi) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and
§110.21-25. English Language Arts and Reading, Middle School
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts using standard English conventions, including:
(ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too
​110.31-34. English Language Arts and Reading, High School
(19)  Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings.
Criterion D: Using Language
Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention.
Grammar
PenPal Schools Learning Objective: Grammar
Student uses appropriate words and sentence structure to communicate effectively
CCSS Anchor Standard: CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS Grade Level Standards:
CCSS.ELA-LITERACY.L.3.1
CCSS.ELA-LITERACY.L.4.1
CCSS.ELA-LITERACY.L.5.1
CCSS.ELA-LITERACY.L.6.1
CCSS.ELA-LITERACY.L.7.1
CCSS.ELA-LITERACY.L.8.1
CCSS.ELA-LITERACY.L.9-10.1
CCSS.ELA-LITERACY.L.11-12.1
§110.2-7. English Language Arts and Reading, Elementary School
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts with adult assistance using standard English conventions, including:
(i) complete sentences;
(ii) verbs;
(iii) singular and plural nouns;
(iv) adjectives, including articles ;
(v) prepositions;
(vi) pronouns, including subjective, objective, and possessive cases;
​§110.21-25. English Language Arts and Reading, Middle School
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts using standard English conventions, including:
(i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb tenses;
(iii) conjunctive adverbs;
(iv) prepositions and prepositional phrases and their influence on subject-verb agreement;
(v) pronouns, including relative;
(vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
§110.31-34. English Language Arts and Reading, High School
(13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(D)  edit drafts for grammar, mechanics, and spelling
Criterion D: Using Language
Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention.
Punctuation
PenPal Schools Learning Objective: Punctuation
​Student uses appropriate capitalization and punctuation conventions
CCSS Anchor Standard: CCSS.ELA-LITERACY.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS Grade Level Standards:
CCSS.ELA-LITERACY.L.3.2
CCSS.ELA-LITERACY.L.4.2
CCSS.ELA-LITERACY.L.5.2
CCSS.ELA-LITERACY.L.6.2
CCSS.ELA-LITERACY.L.7.2
CCSS.ELA-LITERACY.L.8.2
CCSS.ELA-LITERACY.L.9-10.2
CCSS.ELA-LITERACY.L.11-12.2
§110.2-7. English Language Arts and Reading, Elementary School
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts with adult assistance using standard English conventions, including:
(vii) capitalization of the first letter in a sentence and name;
(viii) punctuation marks at the end of declarative sentences; and
​§110.21-25. English Language Arts and Reading, Middle School
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(D) edit drafts using standard English conventions, including:
(vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;
(viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements
§110.31-34. English Language Arts and Reading, High School
(13)  Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(D)  edit drafts for grammar, mechanics, and spelling
Criterion D: Using Language
Students develop, organize and express themselves and communicate thoughts, ideas and information. They use accurate and varied language that is appropriate to the context and intention.