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6-5-R-1

Page history last edited by Tammy Sparkman 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.
6.5.R.1 Students will recognize simple and compound sentences to signal differing relationships among ideas.
Student Actions	Teacher Actions
Students will understand that a compound sentence contains two sentences connected by a coordinating conjunction. Students examine how authors use simple and compound sentences to create flow in their text. Students identify the coordinating conjunction that connects clauses in compound sentences. Students identify the independent clauses in compound sentences. Students say each independent clause so they can hear the complete thought of the independent clause.	Teachers model the components of simple and compound sentences. Teachers provide opportunities for students to recognize that simple and compound sentence adds to sentence variety. Teachers monitor and provide opportunities for students to receive feedback on how simple and compound sentences signal different relationships among ideas. Teachers explain to students that authors use a variety of simple and compound sentences to engage and interest their readers. Teachers explain that a compound sentence contains two or more independent clauses joined by a conjunction. Teachers explain that an independent clause can stand alone as a simple sentence. (e.g., Judy laughed and Jimmy cried. Judy laughed. Jimmy cried.) Teachers provide students with a list of coordinating conjunctions from the SDE Grammar companion (i.e., and, or, nor, for, so, but, yet)
Supporting Resources	Teacher Insights
Capella University Grammar Handbook: Sentences pg 19-24	A simple sentence must contain one independent clause ( a subject, verb, and complete thought). Ex: Judy laughed. A compound sentence contains more than one independent clause. Ex: Judy laughed, and Jimmy cried. Students often mistake any use of coordinating conjunctions as a signal for a compound sentence. Remind them that in order to be a compound sentence, a complete thought must exist on both sides of that coordinating conjunction. Judy laughed and fell down. (simple sentence) Judy and Jimmy laughed. (simple sentence) Judy laughed, but Jimmy cried. (compound sentence) In order to combine sentences effectively, students need to understand how ideas relate to each other in order to pick the appropriate conjunction (or semicolon). Students should examine how authors use simple and compound sentences to create flow in their text.

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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