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7th Grade Objective Analysis Standard 5: Language

Page history last edited by Tashe Harris 3 years, 10 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 

7.5.R.1 Students will recognize the correct use of prepositional phrases and dependent clauses.

  • Students review that a prepositional phrase is a word or group of words linked to a noun or verb to describe the direction or condition

    • 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 the correct use of prepositional phrases and dependent clauses.

  • Teachers explain the function of prepositional phrases.

  • Teachers explain various functions of dependent clauses.

  • Teachers provide students opportunities for students to recognize prepositional phrases and dependent clauses in text.

  • Teachers monitor and provide opportunities for students to receive feedback on the use of prepositional phrases and dependent clauses.

 

  • Students will understand that a dependent clause is a group of words that:

    • contain a subject and a predicate.

    • function as a unit in a sentence.

    • does not express a complete thought.

7.5.R.2 Students will recognize simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

  • Students will identify a simple sentence that expresses one complete thought or idea.  Example: Astronauts must pass certain tests.
  • Teachers provide opportunities for students to recognize 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)

    • Compound-complex sentence: has two or more complete thoughts (each an independent clause) and one or more “incomplete” thoughts (dependent clauses that cannot stand alone)

  • Teachers model how sentence variety can make a writer’s text more meaningful and provide different connections among ideas.

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

  • Students will identify a compound sentence that expresses 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 identify a complex sentence that contains 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 learn that sentence variety can make their writing more meaningful and show different connections among ideas.

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

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

 

  • Teachers continue to model the correct usage of subject-verb agreement.

  • Teachers will provide opportunities for the students to identify subject-verb agreement with text.

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

7.5.R.4 Students will recognize and correct misplaced and dangling modifiers. 
  • Students will know that a modifier is a phrase or clause that adds description to a sentence.
  • Teachers model how a modifier is a phrase or clause that adds description to a sentence.

  • Teachers model that a misplaced modifier occurs when it is not clear what word a phrase or clause modifies.

  • Teachers model that a dangling modifier occurs when the word a phrase or clause is omitted; not knowing what the modifier is describing.

  • Teachers model how to correct misplaced and dangling modifiers.

  • Teachers monitor and provide opportunities for students to receive feedback on recognizing and correcting misplaced and dangling modifiers.

  • Students will identify misplaced modifiers occurs when it is not clear what word a phrase or clause modifies. 
  • Students will identify dangling modifiers occurs when the word a phrase or clause modifies is omitted; not know what the modifier is describing.
  • Students will correct any misplaced or dangling modifiers. 

 

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

Student Actions 

Teacher Actions 

7.5.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.

7.5.W.2 Students will compose simple, compound, complex, and compound-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.

7.5.W.3 Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.

  • Students will include prepositional phrases (a group of words that begin with a preposition and do not contain a subject of the predicate and also functions as a unit) in their writing.
  • Teachers explain and provide examples of prepositional phrases and clauses.

  • Teachers model how to create prepositional phrases and clauses in their writing.

  • Teachers provide opportunities to create and improve their prepositional phrases and clauses.

    • Dependent clause (does not make sense by itself)

    • Independent clause (stands by itself)

  • Teachers monitor and provide feedback as students use prepositional phrases and clauses (e.g., dependent and independent) in writing.

  • Students will include clauses (a group of words that contain a subject and a predicate and that function as a unit)in their writing. 

 

  • Students will include dependent clause (does not make sense by itself) and an independent clause (makes sense by itself) in their writing.

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