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6th Grade Objective Analysis Standard 5: Language

Page history last edited by Tashe Harris 2 years, 9 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 

6.5.R.1 Students will recognize simple and compound sentences to signal differing relationships among ideas.

  • Students will understand that a  compound sentence contains two sentences connected by a coordinating conjunction.

 

  • Teachers model the components of simple and compound sentences.

  • Teachers provide opportunities for students recognize that simple and compound sentence adds to sentence variety.

  • Teachers monitor and provide opportunities for students to receive feedback on how simple and compound sentences signal different relationships among ideas. 

6.5.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 continue to model how to recognize verb tense in a text and what is suggests about the text.
  • Teachers model how to identify changes in verb tense to signify various times, sequences, states, and conditions in text.
  • Teachers provide opportunities for students to recognize verb tense in text.

  • Teachers monitor for understanding and provide feedback as students recognize verb tense within a text.

  • Students will 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.
  • Students will recognize how verb tense signals different states of being in a text.

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

  • Students will determine if subjects and verbs agree in text and spoken sentence.

 

  • Teachers continue to model how to recognize subject and verb agreement.

  • Teachers provide opportunities for students to explore and identify subject verb.

  • Teachers monitor for understanding and provide opportunities to receive feedback to students on subject and verb agreement.

 

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

Student Actions 

Teacher Actions 

6.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

  • Students will demonstrate correct usage of mechanics, especially commas, apostrophes, quotation marks, colons, and semicolons.

 

 

 

 

 
  • Teachers continue to reinforce the correct usage of mechanics.

  • Teachers model the correct mechanics of commas, apostrophes, quotation marks, colons, and semi-colons.

  • Teachers provide opportunities for students to write using correct mechanics, especially commas, apostrophes, quotation marks, as necessary for dialogue and quoted material.

  • Teachers provide opportunities for students to receive feedback that focuses specifically on mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

6.5.W.2 Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.

  • Students will write using different sentence structures to indicate how ideas are related. 
  • Teachers explain and model how to develop effective sentence structures using simple, compound, complex, and compound-complex sentences.

  • Teachers provide opportunities for students to write questions to signal differing relationships among ideas.

  • Teachers will provide opportunities for students to create well-crafted sentence variety that will make their writing more meaningful and show different connections among ideas.

  • Teachers monitor and provide opportunities for students to receive feedback on how to recognize simple, compound, and complex sentences and questions to signal differing relationships among ideas.

6.5.W.3 Students will use intensive and reflexive pronouns.

  • Students will understand intensive and reflexive pronouns and use them correctly in writing.
  • Teachers explain reflexive and intensive pronouns must agree with their antecedents in number and gender.

  • Teachers model the correct use of intensive and reflexive pronouns.

  • Teachers provide opportunities to include intensive and reflexive pronouns in their writing.

  • Teachers monitor and provide feedback as students use correct intensive and reflexive pronouns. 

  • Students will understand and use intensive pronouns (pronouns that emphasize a noun or pronoun in the sentence).  
  • Students will understand and use reflexive pronouns (pronouns that reflect on another word in the sentence).
6.5.W.4 Students will recognize and correct inappropriate shifts in pronoun number and person.
  • Students will recognize when pronouns have not been used correctly and make adjustments in pronoun number and person.
  • Teachers model how to correctly identify pronoun usage.

  • Teachers provide opportunities that allow students to recognize and correct sentences with incorrect pronoun number and person usage.

  • Teachers monitor and provide feedback for students to recognize and correct pronoun number and person usage.

6.5.W.5 Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
  • Students make sure that all pronouns have a clear antecedent.
  • Teachers model how to make pronoun antecedents clear.

  • Teachers provide opportunities that allow students to recognize and correct sentences with missing, unclear, or ambiguous pronoun antecedents.

  • Teachers monitor and provide feedback for students to recognize and correct vague pronouns.

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