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.                                                                                                                                                                                                     

Student Actions 

Teacher Actions 

• Students will identify the subject of a sentence (what or whom the sentence is about).
• Students will identify the predicate of a sentence (the part of a sentence that states something about the subject that contains a verb).

• Teachers explain the subject of a sentence is what or whom the sentence is about.
• Teachers model identifying the subject of a sentence in a spoken sentence, read aloud, or text.
• Teachers provide opportunities for students to identify the subject of a sentence in a spoken sentence, read aloud, or text.
• Teachers monitor and provide opportunities for students to receive feedback when identifying the subject of a sentence in a spoken sentence, read aloud, or text.
• Teachers explain the predicate of a sentence.
• Teachers model identifying the predicate of a sentence in a spoken sentence, read aloud, or text.
• Teachers provide opportunities for students to identify the predicate of a sentence in a spoken sentence, read aloud, or text.
• Teachers model and provide opportunities for students to receive feedback when identifying the predicate of a sentence in a spoken sentence, read aloud, or text.

Supporting Resources 

Teacher Insights 

Schoolhouse Rocks - Mr. Morton video

• The subject of a sentence is the person, place, thing, or idea that is performing the action of the sentence. It is what or whom the sentence is about.

• Ask who or what is performing the action.

• Ex: The young man built the family a new house.

• The predicate of a sentence expresses the action or being within the sentence.

• Say the subject, then ask what he/she/it is doing.

• Ex: The young man built the family a new house.

• Analyzing simple sentences is an effective way for young students to understand what elements are needed to have a great sentence. Use an easy-reader book for examples of sentences that are simple to take apart.

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.