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PK-5-R-1

Page history last edited by gcarmichael@grove.k12.ok.us 5 years, 7 months ago

Standard 5: Language
Students will apply knowledge of grammar and rhetorical style to reading and writing.

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.
PK.5.R.1 Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading.
Student Actions	Teacher Actions
Students will begin to recognize complete thoughts. Students will begin to understand that words must be in a certain order to make sense. Students will begin to understand that sentences begin with a capital letter and contain end punctuation.	Teachers explain that a complete sentence must have a subject and a second part that shows an action or condition. Example: Tom threw the ball. Tom is happy. Teachers model stating a complete thought. Teachers provide opportunities for students to recognize complete thoughts. Teachers monitor and provide opportunities for students to receive feedback while practicing forming complete thoughts. Teachers explain that words must be in a certain order to make sense. Teachers demonstrate the importance of word order by mixing up words in sentences. Teachers provide opportunities to experiment with word order. Teachers monitor and provide opportunities for students to receive feedback while developing an understanding of word order. Teachers explain that sentences begin with a capital letter and end with punctuation. Teachers model proper capitalization and punctuation in sentences. Teachers provide opportunities to find capital letters and end punctuation in text. Teachers monitor and provide opportunities for students to receive feedback when developing an understanding of capital letters and end punctuation.
Supporting Resource	Teacher Insights
Grammar Companion Guide on page 8 of the Support Documents Shared Reading Webpage	An interactive read aloud is comprised of a series of purposeful activities that also incorporates reciprocal teaching. Previewing the book Scaffolding on prior knowledge Modeling vocabulary development Teaching reading fluency Emphasizing elements of the story Asking purposeful questions Using think-alouds to assist comprehension Summarizing the story to bring closure Texts used during the interactive read aloud should be from a wide variety of genres. They should tap into the readers' interests and be full of rich vocabulary. These same texts can be used as part of a focus lesson where kids learn to read during the Reading Workshop. Most people do not carry on conversations using complete sentences. It is very important to be conscious about modeling formal and proper sentence structures during all conversations in instructional settings. It is a good practice to record yourself teaching. Then go back and analyze yourself to see if you are using complete sentences. It is sometimes thought that younger students are not ready to learn the proper terms for the parts of a speech. Young students do need to be exposed to the proper terms such as noun and verbs. According to Stephen Krashen, it takes 5 to 7 years to learn or acquire a language. If you think about it, PreK students are just at the stage to start using this language they are learning. Developmentally, they commonly know what they want to say, but scramble the words. Students need proper guidance and support as they develop an understanding of proper word order. Students come to Pre-K with many different experiences. The more exposure students have had to formal language, the faster they will acquire language skills. It is important that students are exposed to authentic language experiences. At this level, proper instruction would occur in a shared, close reading in whole group and small group situations.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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