Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing.

Reading

Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

Writing

Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

For additional guidance, there is a Grammar Companion Guide on page 8 of the Support Documents.

Student Actions 

Teacher Actions 

3.5.R.1 Students will recognize pronouns andpossessive nouns.

• Students will continue to identify pronouns

• Students will understand that a possessive noun is a noun that shows ownership.

3.5.R.2 Students will recognize irregular and past participle verbs and verb tense to identify settings, times, and sequences in text.

• Students will understand what irregular and past participle verbs are and recognize them in text (sentence or full text).

• Students will recognize verb tense (past, present, and future).

• Teachers explain the tense of a verb is determined by when the action took place.

• Teachers explain the three tenses (past tense, present tense, and future tense).

• Teachers provide opportunities for students to recognize verb tense.

• Students will use verb tense to identify settings, times, and sequences in text.

• Teachers explain that verb tense can be used to identify settings, times, and sequences in text.

• Teachers model how to use verb tense to identify settings, times, and sequences in text.

• Teachers provide opportunities for students to use verb tense to identify settings, times, and sequences in text.

• Teachers monitor and provide opportunities for students to receive feedback using verb tense to identify settings, times, and sequences in text.

3.5.R.3  Students will recognize adjectives, articles as adjectives, and adverbs.

• Students will understand that adjectives answer What kind? How many? How much? Which one?

• Teachers review how to recognize adjectives.

• Teachers will provide opportunities for students to identify adjectives in text.

• Students will recognize adjectives in text (sentence or full text).

• Students will understand that articles (a, an, the) are always adjectives.

• Teachers explain how to identify articles as adjectives.

• Teachers provide opportunities for students to identify articles as adjectives in text.

• Students will recognize articles in text (sentence or full text).

• Students will understand that adverbs tell when, where, how, how often, how much, and to what extent. 

• Teachers explain how to identify adverbs.

• Teachers provide opportunities for students to recognize adverbs in text.

• Teachers monitor and provide opportunities for students to receive feedback recognizing adjectives, articles as adjectives, and adverbs.

• Students will recognize that common adverbs end in -ly and be able to locate them in text (sentence or full text).

• Students will understand that a preposition is a word linked to a noun or verb to describe:

• the position of something (e.g. under the chair)

• the time when something happens (e.g. after dinner)

• the way in which something is done (without speaking).

• Teachers explain how to identify a preposition.

• Teachers provide opportunities for students to recognize propositions in text.

• Students will recognize propositions in text (sentence or full text). 

• Students will understand that a conjunction is a word that connects parts of a sentence.

• Teachers explain how to identify a conjunction.

• Teachers provide opportunities for students to recognize conjunctions in text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing prepositions and conjunctions.

• Students will recognize conjunctions in text (sentence or full text). 

• Students will recognize that a singular noun must have a singular verb (e.g. dog barks). 

• Teachers explain that a singular noun must have a singular verb.

• Teachers provide opportunities for students to recognize that a singular noun must have a singular verb.

• Students will recognize that a plural noun must have a plural verb (e.g. basketballs roll). 

• Teachers explain that a plural noun must have a plural verb.

• Teachers provide opportunities for students to recognize that a plural noun must have a plural verb.

• Students will recognize correct subject and verb agreement. 

• Teachers explain that subject and verb agreement means that the nouns and verbs match.

• Teachers provide opportunities for students to recognize correct subject and verb agreement.

• Teachers monitor and provide opportunities for students to receive feedback as they recognize subject verb agreement.

Student Actions 

Teacher Actions 

3.5.W.1 Students will capitalize and appropriately punctuate:

• titles of respect

• appropriate words in titles

• geographical names

• Students will use correct capitalization and punctuation for titles of respect.

• Teachers explain that titles of respect need correct capitalization and punctuation.

• Teachers show examples of and model correct capitalization and punctuation of titles of respect.

• Teachers provide opportunities for students to use correct capitalization and punctuation for titles of respect.

• Teachers monitor and provide opportunities for students to receive feedback regarding capitalization and punctuation for titles of respect.

• Students will use correct capitalization and punctuation for appropriate words in titles (e.g. Beauty and the Beast).

• Teachers explain that appropriate words in titles need correct capitalization.

• Teachers show examples of and model correct capitalization and punctuation for appropriate words in titles.

• Teachers provide opportunities for students to use correct capitalization and punctuation for appropriate words in titles.

• Teachers monitor and provide opportunities for students to receive feedback regarding capitalization and punctuation for appropriate words in titles.

• Students will use correct capitalization and punctuation for geographical names.

• Teachers explain that geographical names need correct capitalization and punctuation.

• Teachers show examples of and model correct capitalization and punctuation for geographical names.

• Teachers provide opportunities for students to use correct capitalization and punctuation for geographical names.

• Teachers monitor and provide opportunities for students to receive feedback regarding capitalization and punctuation for geographical names.

3.5.W.2 Students will use complex contractions (e.g., should’ve, won’t).

• Students will use contractions with the words have, will, and are (complex contractions) in writing.  (e.g., should’ve, they’ll, and we’re) 

• Teachers model use of contractions with the words have, will, and are in writing.

• Teachers provide opportunities for students to use contractions with the words have, will, and are in writing.

• Teachers monitor and provide opportunities for students to receive feedback when using complex contractions.   

3.5.W.3 Students will compose and expand grammatically correct sentences and questions with appropriate commas, apostrophes, quotation marks, and end marks as needed for dialogue.

• Students will use appropriate punctuation to expand sentences and questions.  

• Teachers model use of contractions with the words have, will, and are in writing.

• Teachers provide opportunities for students to use contractions with the words have, will, and are in writing.

• Teachers monitor and provide opportunities for students to receive feedback when using complex contractions.  

3.5.W.4 Students will compose simple, compound and complex declarative, interrogative, imperative, and exclamatory sentences.

• Students will identify declarative, interrogative, imperative, and exclamatory sentences in a text. 

• Teachers review declarative, interrogative, imperative, and exclamatory sentences in a text. 

• Students will compose simple declarative, interrogative, imperative and exclamatory sentences in a text.

• Teachers model how to compose simple and compound declarative, interrogative, imperative, and exclamatory sentences in a text.

• Teachers provide opportunities for students to compose simple and compound declarative, interrogative, imperative, and exclamatory sentences in a text.

• Teachers monitor and provide opportunities for students to receive feedback when composing simple and compound declarative, interrogative, imperative, and exclamatory sentences in a text.

• Students will compose compound declarative, interrogative, imperative, and exclamatory sentence in a text.

• Students will compose complex declarative, interrogative, imperative, and exclamatory sentence in a text.

• Teachers explain a complex sentence contains an independent clause and at least one dependent clause.

• Teachers show examples of well-written complex sentences from exemplar texts and/or student writing.

• Teachers model how to compose a complex declarative, interrogative, imperative, and exclamatory sentence.

• Teachers provide opportunities for students to compose complex declarative, interrogative, imperative, and exclamatory sentence.

• Teachers monitor and provide opportunities for students to receive feedback when composing complex declarative, interrogative, imperative, and exclamatory sentences.