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7th 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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7.5.R.1 Students will recognize the correct use of prepositional phrases and dependent clauses.
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Teachers explain and review the correct use of prepositional phrases and dependent clauses.
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Teachers explain the function of prepositional phrases.
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Teachers explain various functions of dependent clauses.
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Teachers provide students opportunities for students to recognize prepositional phrases and dependent clauses in text.
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Teachers monitor and provide opportunities for students to receive feedback on the use of prepositional phrases and dependent clauses.
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7.5.R.2 Students will recognize simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
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- Students will identify a simple sentence that expresses one complete thought or idea. Example: Astronauts must pass certain tests.
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Teachers provide opportunities for students to recognize 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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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)
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Teachers model how sentence variety can make a writer’s text more meaningful and provide different connections among ideas.
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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.
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- 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.
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- 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.
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- Students will learn that sentence variety can make their writing more meaningful and show different connections among ideas.
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7.5.R.3 Students will recognize the subject and verb agreement.
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- Students will continue to determine if subjects and verbs agree in text and spoken sentence.
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Teachers continue to model the correct usage of subject-verb agreement.
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Teachers will provide opportunities for the students to identify subject-verb agreement with text.
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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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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.
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Teachers model how a modifier is a phrase or clause that adds description to a sentence.
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Teachers model that a misplaced modifier occurs when it is not clear what word a phrase or clause modifies.
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Teachers model that a dangling modifier occurs when the word a phrase or clause is omitted; not knowing what the modifier is describing.
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Teachers model how to correct misplaced and dangling modifiers.
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Teachers monitor and provide opportunities for students to receive feedback on recognizing and correcting misplaced and dangling modifiers.
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- Students will identify misplaced modifiers occurs when it is not clear what word a phrase or clause modifies.
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- Students will identify dangling modifiers occurs when the word a phrase or clause modifies is omitted; not know what the modifier is describing.
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- Students will correct any misplaced or dangling modifiers.
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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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7.5.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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7.5.W.2 Students will compose simple, compound, complex, and compound-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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7.5.W.3 Students will use prepositional phrases and clauses (e.g., dependent and independent) in writing.
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- 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.
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Teachers explain and provide examples of prepositional phrases and clauses.
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Teachers model how to create prepositional phrases and clauses in their writing.
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Teachers provide opportunities to create and improve their prepositional phrases and clauses.
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Teachers monitor and provide feedback as students use prepositional phrases and clauses (e.g., dependent and independent) in writing.
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- Students will include clauses (a group of words that contain a subject and a predicate and that function as a unit)in their writing.
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- 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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7th Grade Objective Analysis Standard 5: Language
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