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 

4.5.R.1 Students will recognize pronouns and irregular possessive nouns.

• Students will understand that a pronoun is a word that takes the place of another noun and recognizes it in text.

• Students will understand that an irregular possessive noun is an irregular plural noun that is used to show possession and recognize them in text (e.g., women -women’s).

4.5.R.2 Students will recognize present perfect verbs and verb tense to identify settings, times, sequences, and conditions in text.

• Students will understand present perfect verbs to identify settings, times, sequences, and conditions 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.  The three tenses are: past, present, and future.

• 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.

• Students will recognize changes in verb tense to signify conditions (i.e. could have been, would have) in a sentence or full text.

• Teachers explain and model how to identify changes in verb tense to signify conditions.

• Teachers provide opportunities for students to recognize changes in verb tense to signify conditions (e.g., could have been, would have) in sentence or full text.

• Teachers monitor and provide opportunities for students to receive feedback when recognizing present perfect verbs and verb tense to identify settings, times, sequences, and conditions in text.

4.5.R.3  Students will recognize comparative and superlative adjectives and adverbs.

• Students will understand comparative adjectives are usually formed by adding -er, -ier, -iest, (e.g. larger, angrier, biggest).

• Teachers explain that comparative adjectives are used to compare differences between the two objects they modify (e.g., larger, smaller, faster).

• Teachers provide opportunities for students to recognize comparative adjectives.

• Students will understand superlative adjectives compare three or more nouns (e.g. oldest, thinnest, curliest).   

• Teachers explain that superlative adjectives compare three or more nouns (e.g., oldest, thinnest, curliest).  

• Teachers provide opportunities for students to recognize superlative adjectives.

• Students will understand adverbs ending in -ly, must use more to form the comparative, and most to form the superlative.  (e.g. slowly, more slowly, most slowly).  

• Teachers explain that adverbs ending in -ly, must use more to form the comparative, and most to form the superlative.  (e.g., slowly, more slowly, most slowly).

• Teachers provide opportunities for students to recognize adverbs.

• Students will recognize comparative and superlative adjectives and adverbs in text(sentence and full text).  

• Teachers explain and model how to recognize comparative and superlative adjectives and adverbs in text (sentence and full text).  

• Teachers provide opportunities for students to recognize comparative and superlative adjectives and adverbs in text (sentence and full text).

• Teachers monitor and provide opportunities for students to receive feedback when recognizing comparative and superlative adjectives and adverbs in text (sentence and full). 

• Students will understand that a prepositional phrase is a group of words 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 (e.g., without speaking).

• Teachers explain that a prepositional phrase is a group of words 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 (e.g., without speaking).

• Teachers provide opportunities for students to recognize prepositional phrases in text(sentence or full text).

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

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

• Teachers explain that a conjunction is a word that connects parts of a sentence.

• Teachers provide opportunities for students to recognize conjunctions in text (sentence or full 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 continue to 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 (e.g., dog barks).

• Teachers explain that a plural noun must have a plural verb (e.g., basketballs roll).

• Teachers model how to recognize subject and verb agreement.

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

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

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

• Students will continue to recognize that subject and verb agreement means that the nouns and verbs match. 

Student Actions 

Teacher Actions 

4.5.W.1 Students will capitalize

• familial relations

• proper adjectives

• conventions of letter writing

• Students will use correct capitalization for family relations (e.g. Aunt Sara, Uncle Joe, Grandpa George).

• Teachers explain that familial relations need correct capitalization (e.g., Aunt Sara, Uncle Joe, Grandpa George).

• Teachers show examples of and model correct capitalization for family relations.

• Teachers provide opportunities for students to use correct capitalization for family relations.

• Teachers provide feedback to students regarding capitalization for familial relations.

• Teachers monitor and provide opportunities for students to receive feedback to students regarding capitalization for familial relations.

• Students will use correct capitalization for proper adjectives (e.g. African; The African drums sounded loud in the concert hall).

• Teachers explain that proper adjectives need correct capitalization (e.g., African; The African drums sounded loud in the concert hall).  

• Teachers show examples of and model correct capitalization for proper adjectives.

• Teachers provide opportunities for students to use correct capitalization for proper adjectives.

• Teachers monitor and provide opportunities for students to receive feedback regarding capitalization for proper adjectives.

• Students will use correct capitalization during the process of letter writing. 

• Teachers explain that the process of letter writing needs correct capitalization.  

• Teachers show examples of and model correct capitalization during the process of letter writing.

• Teachers provide opportunities for students to use correct capitalization during the process of letter writing.

• Teachers monitor and provide opportunities for students to receive feedback during the process of letter writing. 

4.5.W.2 Students will compose and expand grammatically correct sentences and questions with appropriate commas, end marks, apostrophes, and quotation marks as needed for dialogue.

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

• Teachers model how to compose and expand grammatically correct sentences using appropriate punctuation.

• Teachers provide opportunities for students to compose and expand grammatically correct sentences using appropriate punctuation.

• Teachers monitor and provide opportunities to receive feedback when developing sentences with appropriate punctuation. 

4.5.W.3 Students will compose simple, compound, and complex sentences and questions, create sentences with an understood subject, and correct fragments and run-on sentences.

• Students will write simple, compound, and complex sentences and questions. 

• Teachers explain and model how to write simple, compound, and complex sentences and questions.

• Teachers provide opportunities for students to write simple, compound, and complex sentences and questions.

• Teachers monitor and provide opportunities for students to receive feedback when writing simple, compound, and complex sentences and questions.

• Students will identify and correct fragments and run-on sentences. 

• Teachers explain and model how to identify and correct fragments and run-on sentences.

• Teachers provide opportunities for students to identify and correct fragments and run-on sentences.

• Teachers monitor and provide opportunities for students to receive feedback when they identify and correct fragments and run-on sentences.

• Students will write using an understood subject. 

• Teachers explain and model how to write using an understood subject.
• Teachers provide opportunities for students to write using an understood subject.
• Teachers monitor and provide opportunities for students to receive feedback when writing using an understood subject.   

4.5.W.4 Students will compose declarative, interrogative, imperative, and exclamatory sentences.

• Students will write declarative sentences. 

• Teachers review and model how to write declarative, interrogative, imperative, and exclamatory sentences.  

• Teachers provide opportunities for students to write declarative, interrogative, imperative, and exclamatory sentences.

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

• Students will write interrogative sentences. 

• Students will write imperative sentences. 

• Students will write exclamatory sentences.