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1-5-R-3
Page history
last edited
by Jason Stephenson 5 years, 6 months ago
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. |
1.5.R.3 Students will recognize color and number adjectives.
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Student Actions
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Teacher Actions
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In a spoken sentence, a read aloud, or text:
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- Teachers explain adjectives.
- Teachers model identifying color adjectives in a spoken sentence, read aloud, or text.
- Teachers provide opportunities for students to identify color adjectives in a spoken sentence, read aloud, or text.
- Teachers monitor and provide opportunities for students to receive feedback when identifying color adjectives in a spoken sentence, read aloud, or text.
- Teachers explain adjectives.
- Teachers model identifying number adjectives in a spoken sentence, read aloud, or text.
- Teachers provide opportunities for students to identify number adjectives in a spoken sentence, read aloud, or text.
- Teachers monitor and provide opportunities for students to receive feedback when identifying number adjectives in a spoken sentence, read aloud, or text.
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Supporting Resources
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Teacher Insights
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Grammar Companion Guide |
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Adjectives are words that modify or describe nouns or pronouns.
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Adjectives tell what kind, how many, how much and which one.
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The words blue in “the blue car,” deep in “the water is deep,” and tired in “I'm very tired” are adjectives.
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Colors can be either nouns or adjectives depending on how they are used.
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Numbers are usually adjectives, because the information they give is how many of the noun. They can be cardinal (like one, two, three), or ordinal (like first, second, third).
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Cardinal numbers are sometimes nouns, for example, in number sentences.
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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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1-5-R-3
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