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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

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.

 

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

Student Actions 

Teacher Actions 

5.5.R.1 Students will recognize conjunctions, prepositions, and interjections and explain their effect in particular sentences.

  • Students will understand that a conjunction is a word that connects parts of a sentence.
  • Teachers explain and review that a conjunction is a word that connects parts of a sentence.

  • Teachers provide opportunities for students to recognize conjunctions. 

  • 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 (e.g., without speaking).

 

  • Teachers explain and review 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 (e.g., without speaking).

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

  • Students will understand an interjection is a word that expresses emotion and often stands alone in a sentence (e.g. Wow, Yes, Please).
  • Teachers explain that an interjection is a word that expresses emotion and often stands alone in a sentence (e.g. Wow, Yes, Please).

  • Teachers model how to recognize an interjection.

  • Teachers provide opportunities for students to recognize interjections.

  • Students will describe the impact conjunctions, prepositions, and interjections have in a sentence.  
  • Teachers explain the impact conjunctions, prepositions, and interjections have in a sentence.

  • 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.  

5.5.R.2 Students will recognize verb tense to signify various times, sequences, states, and conditions in text.

  • Students will understand the difference between the three verb tenses (e.g. past, present, future).

 

  • Teachers explain and review the difference between the three verb tenses (e.g., past, present, future).
  • Teachers provide opportunities for students to recognize the difference between the three verb tenses (e.g., past, present, future).

  • Students will recognize changes in verb tense to signify the past, present or future tense in a sentence or full text.
  • 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.

  • 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.

  • Students will recognize how verb tense signals the sequence of events in a text.
  • Teachers explain and model how to recognize changes in verb tense to signal sequence of events.

  • Teachers provide opportunities for students to recognize changes in verb tense to signal the sequence of events in a text.

  • Students will recognize that linking verbs are a small group of verbs that express the state of being rather than an action.
  • Teachers explain that linking verbs signal various states of being that may occur in a text.
  • Teachers provide opportunities for students to recognize linking verbs and how they signal various states of being in a text.

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

  • 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.

  • Teachers monitor and provide opportunities for students to receive feedback when recognizing verb tense to signify various times, sequences, states, and conditions in text.

5.5.R.3  Students will recognize the subject and verb agreement.

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

 

  • Teachers review 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 (e.g. dog barks).

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

 
  • Students will recognize that subject and verb agreement means that the nouns and verbs match.
  • Teachers review that a subject and verb agreement means that the nouns and verbs match.

  • Teachers provide opportunities for students to recognize subject and verb agreement and identify it in the text.

  • Teachers monitor and provide opportunities for students to receive feedback when recognizing subject and verb agreement.

  • Students will understand the subject and verb agreement and identify it in the text.  

 

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

Student Actions 

Teacher Actions 

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.

  • Students will write using correct mechanics with a focus on commas, apostrophes, and quotation marks as needed for dialogue and quoted material.

 

 

 

 

 
  • Teachers explain and model the correct usage of mechanics, especially commas, apostrophes, quotation marks, as necessary for dialogue and quoted material.

  • 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.

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.

  • Students will write simple sentences and questions that express one complete thought or idea.  Example: Astronauts must pass certain tests.
  • Teachers provide opportunities for students to write simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas
    • Simple sentence: expresses one complete thought or idea

    • Compound sentence: has two or more complete thoughts connected by a conjunction

    • Complex sentence: has one complete thought (one independent clause) and one or more “incomplete” thoughts (dependent clauses that cannot stand alone)


  • 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. 
  • Students will write complex sentences and questions that contain an independent and dependent clause connected by a subordinating conjunction or a relative pronoun.  Example Because it’s very difficult to become an astronaut, people study and train for many years.

  • 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 to receive feedback when writing using an understood subject.    

5.5.W.3 Students will form and use the present and past verb tenses.

  • Students will apply the correct use of present and past verb tenses in sentences or full text.  
  • Teachers model how to use correct present and past verb tenses in sentences or full text.

  • Teachers provide opportunities for students to apply the correct use of present and past verb tenses in sentences or full text.

  • 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.

5.5.W.4 Students will form and use verb tense to convey various times, sequences, states, and conditions.

  • Students will use past, present or future verb tense to indicate time in their writing.  
  • Teachers model the correct use of verb tense to signify past, present or future.

  • 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. 
  • Students will use changes in verb tense to signal the sequence of events in their writing.  
  • Teachers model the correct changes in verb tense to signal the sequence of events in writing.

  • Teachers provide opportunities for students to practice writing the correct changes in verb tense to signal the sequence of events.

  • Teachers monitor and provide opportunities for students to receive feedback regarding the correct changes in verb tense to signal the sequence of events.

  • Students will demonstrate the correct use of verb tense to signify conditions (e.g. could have been, would have). 
  • Teachers model the correct use of verb tense to signify conditions (e.g. could have been, would have).  

  • 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).  
  • Students will use linking verbs to signal different states of being in their writing.  
  • Teachers model the correct use of verb tense to signify different states of being.

  • 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. 

5.5.W.5 Students will recognize and correct inappropriate shifts in verb tense.

  • 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).  
  • 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).

  • Teachers provide opportunities for students to recognize an inappropriate verb tense shift (e.g. Yesterday I made a pizza, and it tastes good).

  • Teachers provide feedback to students when they recognize an inappropriate verb tense shift.

  • Students will edit and revise inappropriate changes in verb tense.  
  • Teachers explain and model how to edit and revise inappropriate changes in verb tense.

  • Teachers provide opportunities for students to edit and revise inappropriate changes in verb tense.

  • Teachers provide feedback to students when editing and revising inappropriate changes in verb tense.

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