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6th 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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6.5.R.1 Students will recognize simple and compound sentences to signal differing relationships among ideas.
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- Students will understand that a compound sentence contains two sentences connected by a coordinating conjunction.
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Teachers model the components of simple and compound sentences.
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Teachers provide opportunities for students recognize that simple and compound sentence adds to sentence variety.
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Teachers monitor and provide opportunities for students to receive feedback on how simple and compound sentences signal different relationships among ideas.
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6.5.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 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.
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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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- Students will recognize how verb tense signals the sequence of events in a text.
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- Students will recognize how verb tense signals different states of being in a text.
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6.5.R.3 Students will recognize the subject and verb agreement.
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- Students will determine if subjects and verbs agree in text and spoken sentence.
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Teachers continue to model how to recognize subject and verb agreement.
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Teachers provide opportunities for students to explore and identify subject verb.
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Teachers monitor for understanding and provide opportunities to receive feedback to students on subject and 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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6.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.
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- Students will demonstrate correct usage of mechanics, especially commas, apostrophes, quotation marks, colons, and semicolons.
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Teachers continue to reinforce the correct usage of mechanics.
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Teachers model the correct mechanics of commas, apostrophes, quotation marks, colons, and semi-colons.
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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.
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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.
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6.5.W.2 Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.
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- Students will write using different sentence structures to indicate how ideas are related.
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Teachers explain and model how to develop effective sentence structures using simple, compound, complex, and compound-complex sentences.
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Teachers provide opportunities for students to write questions to signal differing relationships among ideas.
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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.
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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.
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6.5.W.3 Students will use intensive and reflexive pronouns.
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- Students will understand intensive and reflexive pronouns and use them correctly in writing.
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Teachers explain reflexive and intensive pronouns must agree with their antecedents in number and gender.
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Teachers model the correct use of intensive and reflexive pronouns.
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Teachers provide opportunities to include intensive and reflexive pronouns in their writing.
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Teachers monitor and provide feedback as students use correct intensive and reflexive pronouns.
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- Students will understand and use intensive pronouns (pronouns that emphasize a noun or pronoun in the sentence).
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- Students will understand and use reflexive pronouns (pronouns that reflect on another word in the sentence).
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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.
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Teachers model how to correctly identify pronoun usage.
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Teachers provide opportunities that allow students to recognize and correct sentences with incorrect pronoun number and person usage.
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Teachers monitor and provide feedback for students to recognize and correct pronoun number and person usage.
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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.
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Teachers model how to make pronoun antecedents clear.
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Teachers provide opportunities that allow students to recognize and correct sentences with missing, unclear, or ambiguous pronoun antecedents.
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Teachers monitor and provide feedback for students to recognize and correct vague pronouns.
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6th Grade Objective Analysis Standard 5: Language
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