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1-5-R-1

Page history last edited by gcarmichael@grove.k12.ok.us 1 year, 12 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.
1.5.R.1 Students will recognize nouns as concrete objects (i.e., people persons, places, and things) and use the pronoun “I.”

Student Actions 

Teacher Actions 

In a spoken sentence, a read aloud, or text:
  • Students will identify nouns as concrete objects.
  • Students will use the pronoun “I” correctly in spoken sentences.

 

  • Teachers explain nouns as people, places, or things.
  • Teachers model identifying nouns in a spoken sentence, read aloud or text.
  • Teachers provide opportunities for students to identify nouns in a spoken sentence, read aloud or text.
  • Teachers monitor and provide opportunities for students to receive feedback when identifying nouns in a spoken sentence, read aloud or text.
  • Teachers explain the proper usage of the pronoun “I” when speaking.
  • Teachers model the correct time to use “I” when speaking.
  • Teachers provide opportunities for students to appropriately use the pronoun “I” when speaking or participating in discussions.
  • Teachers monitor and provide opportunities for students to receive feedback when using the pronoun “I” when speaking or participating in discussions.

Supporting Resources 

Teacher Insights 

Grammar Companion Guide 

Pronoun Song- Schoolhouse Rocks video

What is a Noun? School House Rocks video

  • Concrete words refer to tangible qualities or characteristics.

    • Concrete Nouns: dogs, trees, table, Oklahoma

    • Abstract Nouns: love, honor, fear, music

  • At this level, students are just recognizing nouns as concrete; they are not required to independently identify them.

  • The standard at this level involves concrete nouns, but if the occasional abstract noun is identified, don’t correct the students. Just remember to focus on the concrete nouns.

  • It is sometimes thought that younger students are not ready to learn the proper terms for the parts of speech. Young students need to be exposed to the proper terms such as a noun.

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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