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5th Grade Objective Analysis Standard 5: Language
Page history
last edited
by Tashe Harris 6 years, 4 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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5.5.R.1 Students will recognize conjunctions, prepositions, and interjections and explain their effect in particular sentences.
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- Students will understand that a conjunction is a word that connects parts of a sentence.
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- Students will understand an interjection is a word that expresses emotion and often stands alone in a sentence (e.g. Wow, Yes, Please).
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Teachers explain that an interjection is a word that expresses emotion and often stands alone in a sentence (e.g. Wow, Yes, Please).
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Teachers model how to recognize an interjection.
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Teachers provide opportunities for students to recognize interjections.
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- Students will describe the impact conjunctions, prepositions, and interjections have in a sentence.
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Teachers explain the impact conjunctions, prepositions, and interjections have in a sentence.
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Teachers provide opportunities for students to describe the impact conjunctions, prepositions, and interjections have in a sentence.
- Teachers monitor and provide opportunities for students to receive feedback when describing the impact conjunctions, prepositions, and interjections have in a sentence.
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5.5.R.2 Students will recognize verb tense to signify various times, sequences, states, and conditions in text.
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- Students will understand the difference between the three verb tenses (e.g. past, present, future).
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- Teachers explain and review the difference between the three verb tenses (e.g., past, present, future).
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Teachers provide opportunities for students to recognize the difference between the three verb tenses (e.g., past, present, future).
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- Students will recognize changes in verb tense to signify the past, present or future tense in a sentence or full text.
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Teachers explain and model how to recognize changes in verb tense to signify the past, present or future tense in a sentence or full text.
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Teachers provide opportunities for students to recognize changes in verb tense to signify the past, present or future tense in a sentence or full text.
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- Students will recognize how verb tense signals the sequence of events in a text.
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Teachers explain and model how to recognize changes in verb tense to signal sequence of events.
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Teachers provide opportunities for students to recognize changes in verb tense to signal the sequence of events in a text.
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- Students will recognize that linking verbs are a small group of verbs that express the state of being rather than an action.
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- Students will recognize changes in verb tense to signify conditions (e.g., could have been, would have) in a sentence or full text.
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Teachers explain and model how to recognize changes in verb tense to signify conditions (e.g., could have been, would have) in a sentence or full text.
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Teachers provide opportunities for students to recognize changes in verb tense to signify conditions (e.g., could have been, would have) in a sentence or full text.
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Teachers monitor and provide opportunities for students to receive feedback when recognizing verb tense to signify various times, sequences, states, and conditions in text.
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5.5.R.3 Students will recognize the subject and verb agreement.
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- 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 that subject and verb agreement means that the nouns and verbs match.
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Teachers review that a subject and verb agreement means that the nouns and verbs match.
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Teachers provide opportunities for students to recognize subject and verb agreement and identify it in the text.
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Teachers monitor and provide opportunities for students to receive feedback when recognizing subject and verb agreement.
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- Students will understand the subject and verb agreement and identify it in the text.
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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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5.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, and quotation marks as needed for dialogue and quoted material.
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- Students will write using correct mechanics with a focus on commas, apostrophes, and quotation marks as needed for dialogue and quoted material.
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Teachers explain and model the correct usage of mechanics, especially commas, apostrophes, quotation marks, as necessary for dialogue and quoted material.
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Teachers provide opportunities for students to write using correct mechanics, especially commas, apostrophes, quotation marks, as necessary for dialogue and quoted material.
- Teachers monitor and provide opportunities for students to receive feedback when using correct mechanics, especially commas, apostrophes, quotation marks, as necessary for dialogue and quoted material.
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5.5.W.2 Students will compose simple, compound, and complex sentences and questions, create sentences with an understood subject, and correct fragments and run-on sentences.
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- Students will write simple sentences and questions that express one complete thought or idea. Example: Astronauts must pass certain tests.
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- Teachers provide opportunities for students to write simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas
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Simple sentence: expresses one complete thought or idea
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Compound sentence: has two or more complete thoughts connected by a conjunction
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Complex sentence: has one complete thought (one independent clause) and one or more “incomplete” thoughts (dependent clauses that cannot stand alone)
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- Students will write a compound sentence and questions that express more than one thought or idea and is connected by a coordinating conjunction. Example: Astronauts need to be fit, and they have to be intelligent.
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- Students will identify and correct fragments and run-on sentences.
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- Students will write using an understood subject.
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5.5.W.3 Students will form and use the present and past verb tenses.
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- Students will apply the correct use of present and past verb tenses in sentences or full text.
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Teachers model how to use correct present and past verb tenses in sentences or full text.
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Teachers provide opportunities for students to apply the correct use of present and past verb tenses in sentences or full text.
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Teachers monitor and provide opportunities for students to receive feedback when applying the correct use of present and past verb tenses in sentences or full text.
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5.5.W.4 Students will form and use verb tense to convey various times, sequences, states, and conditions.
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- Students will use past, present or future verb tense to indicate time in their writing.
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Teachers model the correct use of verb tense to signify past, present or future.
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Teachers provide opportunities for students to practice writing the correct use of verb tense to signify past, present or future.
- Teachers monitor and provide opportunities for students to receive feedback regarding the correct use of verb tense to signify past, present or future.
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- Students will use changes in verb tense to signal the sequence of events in their writing.
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Teachers model the correct changes in verb tense to signal the sequence of events in writing.
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Teachers provide opportunities for students to practice writing the correct changes in verb tense to signal the sequence of events.
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Teachers monitor and provide opportunities for students to receive feedback regarding the correct changes in verb tense to signal the sequence of events.
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- Students will demonstrate the correct use of verb tense to signify conditions (e.g. could have been, would have).
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Teachers model the correct use of verb tense to signify conditions (e.g. could have been, would have).
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Teachers provide opportunities for students to practice writing the correct use of verb tense to signify conditions (e.g. could have been, would have).
- Teachers monitor and provide opportunities for students to receive feedback regarding the correct use of verb tense to signify conditions (e.g. could have been, would have).
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- Students will use linking verbs to signal different states of being in their writing.
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Teachers model the correct use of verb tense to signify different states of being.
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Teachers provide opportunities for students to practice writing the correct use of verb tense to signify states of being.
- Teachers monitor and provide opportunities for students to receive feedback regarding the correct use of verb tense to signify different states of being in their writing.
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5.5.W.5 Students will recognize and correct inappropriate shifts in verb tense.
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- Students will recognize an inappropriate verb tense shift (.e.g. Yesterday I made a pizza, and it tastes good). (made is in past tense; tastes is in present tense).
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Teachers explain how to recognize an inappropriate verb tense shift (e.g. Yesterday I made a pizza, and it tastes good). (made is in past tense; tastes is in present tense).
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Teachers provide opportunities for students to recognize an inappropriate verb tense shift (e.g. Yesterday I made a pizza, and it tastes good).
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Teachers provide feedback to students when they recognize an inappropriate verb tense shift.
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- Students will edit and revise inappropriate changes in verb tense.
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Teachers explain and model how to edit and revise inappropriate changes in verb tense.
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Teachers provide opportunities for students to edit and revise inappropriate changes in verb tense.
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Teachers provide feedback to students when editing and revising inappropriate changes in verb tense.
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5th Grade Objective Analysis Standard 5: Language
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