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4-5-R-2

Page history last edited by hamilton.kristyne@unionps.org 5 years, 6 months ago

Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing.

READING: Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

4.5.R.2 Students will recognize present perfect verbs and verb tense to identify settings, times, sequences, and conditions in text.

Student Actions 

Teacher Actions 

  • Students will understand present perfect verbs to identify settings, times, sequences, and conditions in text (sentence or full text).
  • Students will recognize verb tense (past, present, and future).
  • Students will use verb tense to identify settings, times, and sequences in text.
  • Students will recognize changes in verb tense to signify conditions (i.e. could have been, would have) in a sentence or full text. 
  • Teachers explain present perfect verbs are composed of two elements:  the auxiliary verb (linking and helping verbs)and the main verb (e.g., might win, have studied). 
  • Teachers provide opportunities for students to recognize present perfect verbs to identify settings, times, sequences, and conditions in text (sentence or full text).
  • Teachers explain the tense of a verb is determined by when the action took place.  The three tenses are: past, present, and future. 
  • Teachers provide opportunities for students to recognize verb tense.
  • Teachers explain that verb tense can be used to identify settings, times, and sequences in text.
  • Teachers model how to use verb tense to identify settings, times, and sequences in text.
  • Teachers provide opportunities for students to use verb tense to identify settings, times, and sequences in text. 
  • Teachers explain and model how to identify changes in verb tense to signify conditions.
  • Teachers provide opportunities for students to recognize changes in verb tense to signify conditions (e.g., could have been, would have) in sentence or full text. 
  • Teachers monitor and provide opportunities for students to receive feedback when recognizing present perfect verbs and verb tense to identify settings, times, sequences, and conditions in text.  

 

Supporting Resources 

Teacher Insights 

  • Verbs express an action or state of being.
  • Regular verbs form their different tenses according to an established pattern.
  • Irregular verbs don’t follow an established rule or pattern.
  • Present perfect verbs are used to indicate a link between the present and the past. The time of the action is before now but not specified.
    • Ex: I have visited Disneyland.
    • The “perfect” tense shows action already completed. The word perfect literally means “made complete”.
    • Present Perfect vs. Simple Past Use the present perfect when the time of an action is not important or not specified. Use the simple past when details about the time or place that an action occurred are given or requested.
      • Present perfect: I have visited Disneyland.
      • Simple past: I visited Disneyland two summers ago.
    • The present perfect of any verb is composed of two elements : the appropriate form of the auxiliary verb to have (present tense), plus the past participle of the main verb.
    • Examples of Present Perfect Tense
  • When learning verb tense, have students identify verb tense used in the passage as it relates to settings, times, and sequences in text.  
    • Certain words or phrases may indicate time. For example, yesterday would suggest past tense.
  • In addition, help students to identify helping verbs that indicate past or future tense.
    • They had filled the orders before we arrived.
      • The helping verb had indicates past tense.
    • We will fill the order as soon as possible.
      • The helping verbs shall and will work with verbs to indicate future time. 

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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