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3rd Grade Objective Analysis Standard 5: Language
Page history
last edited
by Tashe Harris 6 years, 5 months ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 5: Language
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Students will apply knowledge of grammar and rhetorical style to reading and writing.
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Reading
Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.
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Writing
Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
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For additional guidance, there is a Grammar Companion Guide on page 8 of the Support Documents.
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READING: Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts. |
Student Actions
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Teacher Actions
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3.5.R.1 Students will recognize pronouns andpossessive nouns.
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- Students will continue to identify pronouns
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- Students will understand that a possessive noun is a noun that shows ownership.
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Teachers explain that a possessive noun is a noun that shows ownership.
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Teachers provide opportunities for students to identify possessive nouns in text.
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Teachers monitor and provide opportunities for students to receive feedback when recognizing pronouns and possessive nouns.
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3.5.R.2 Students will recognize irregular and past participle verbs and verb tense to identify settings, times, and sequences in text.
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- Students will understand what irregular and past participle verbs are and recognize them in text (sentence or full text).
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Teachers explain that past participle verbs are in the past tense form and end in -ed (e.g., walked, jumped).
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Teachers provide opportunities for students to recognize past participle verbs in text.
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Teachers explain that irregular verbs are those in which the past tense is not formed by adding an -ed ending (swim/swam, take/took).
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Teachers provide opportunities for students to recognize irregular verbs in text.
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- Students will recognize verb tense (past, present, and future).
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Teachers explain the tense of a verb is determined by when the action took place.
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Teachers explain the three tenses (past tense, present tense, and future tense).
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Teachers provide opportunities for students to recognize verb tense.
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- Students will use verb tense to identify settings, times, and sequences in text.
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Teachers explain that verb tense can be used to identify settings, times, and sequences in text.
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Teachers model how to use verb tense to identify settings, times, and sequences in text.
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Teachers provide opportunities for students to use verb tense to identify settings, times, and sequences in text.
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Teachers monitor and provide opportunities for students to receive feedback using verb tense to identify settings, times, and sequences in text.
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3.5.R.3 Students will recognize adjectives, articles as adjectives, and adverbs.
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- Students will understand that adjectives answer What kind? How many? How much? Which one?
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- Students will recognize adjectives in text (sentence or full text).
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- Students will understand that articles (a, an, the) are always adjectives.
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- Students will recognize articles in text (sentence or full text).
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- Students will understand that adverbs tell when, where, how, how often, how much, and to what extent.
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Teachers explain how to identify adverbs.
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Teachers provide opportunities for students to recognize adverbs in text.
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Teachers monitor and provide opportunities for students to receive feedback recognizing adjectives, articles as adjectives, and adverbs.
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- Students will recognize that common adverbs end in -ly and be able to locate them in text (sentence or full text).
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3.5.R.4 Students will recognize prepositions and conjunctions. |
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- Students will recognize propositions in text (sentence or full text).
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- Students will understand that a conjunction is a word that connects parts of a sentence.
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Teachers explain how to identify a conjunction.
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Teachers provide opportunities for students to recognize conjunctions in text.
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Teachers monitor and provide opportunities for students to receive feedback when recognizing prepositions and conjunctions.
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- Students will recognize conjunctions in text (sentence or full text).
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3.5.R.5 Students will recognize the subject and verb agreement. |
- Students will recognize that a singular noun must have a singular verb (e.g. dog barks).
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- Students will recognize that a plural noun must have a plural verb (e.g. basketballs roll).
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- Students will recognize correct subject and verb agreement.
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Teachers explain that subject and verb agreement means that the nouns and verbs match.
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Teachers provide opportunities for students to recognize correct subject and verb agreement.
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Teachers monitor and provide opportunities for students to receive feedback as they recognize subject verb agreement.
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WRITING: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication. |
Student Actions
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Teacher Actions
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3.5.W.1 Students will capitalize and appropriately punctuate:
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- Students will use correct capitalization and punctuation for titles of respect.
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Teachers explain that titles of respect need correct capitalization and punctuation.
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Teachers show examples of and model correct capitalization and punctuation of titles of respect.
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Teachers provide opportunities for students to use correct capitalization and punctuation for titles of respect.
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Teachers monitor and provide opportunities for students to receive feedback regarding capitalization and punctuation for titles of respect.
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- Students will use correct capitalization and punctuation for appropriate words in titles (e.g. Beauty and the Beast).
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Teachers explain that appropriate words in titles need correct capitalization.
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Teachers show examples of and model correct capitalization and punctuation for appropriate words in titles.
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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.
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- Students will use correct capitalization and punctuation for geographical names.
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Teachers explain that geographical names need correct capitalization and punctuation.
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Teachers show examples of and model correct capitalization and punctuation for geographical names.
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Teachers provide opportunities for students to use correct capitalization and punctuation for geographical names.
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Teachers monitor and provide opportunities for students to receive feedback regarding capitalization and punctuation for geographical names.
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3.5.W.2 Students will use complex contractions (e.g., should’ve, won’t).
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- Students will use contractions with the words have, will, and are (complex contractions) in writing. (e.g., should’ve, they’ll, and we’re)
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Teachers model use of contractions with the words have, will, and are in writing.
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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.
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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.
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- Students will use appropriate punctuation to expand sentences and questions.
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Teachers model use of contractions with the words have, will, and are in writing.
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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.
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3.5.W.4 Students will compose simple, compound and complex declarative, interrogative, imperative, and exclamatory sentences.
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- Students will identify declarative, interrogative, imperative, and exclamatory sentences in a text.
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- Teachers review declarative, interrogative, imperative, and exclamatory sentences in a text.
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- Students will compose simple declarative, interrogative, imperative and exclamatory sentences in a text.
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Teachers model how to compose simple and compound declarative, interrogative, imperative, and exclamatory sentences in a text.
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Teachers provide opportunities for students to compose simple and compound declarative, interrogative, imperative, and exclamatory sentences in a text.
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Teachers monitor and provide opportunities for students to receive feedback when composing simple and compound declarative, interrogative, imperative, and exclamatory sentences in a text.
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- Students will compose compound declarative, interrogative, imperative, and exclamatory sentence in a text.
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- Students will compose complex declarative, interrogative, imperative, and exclamatory sentence in a text.
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Teachers explain a complex sentence contains an independent clause and at least one dependent clause.
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Teachers show examples of well-written complex sentences from exemplar texts and/or student writing.
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Teachers model how to compose a complex declarative, interrogative, imperative, and exclamatory sentence.
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Teachers provide opportunities for students to compose complex declarative, interrogative, imperative, and exclamatory sentence.
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Teachers monitor and provide opportunities for students to receive feedback when composing complex declarative, interrogative, imperative, and exclamatory sentences.
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Back to 3rd Grade Introduction
3rd Grade ELA Standards
3rd Grade Objective Analysis Standard 5: Language
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