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.

Understanding 

Objectives 

Approaching 

7.5.R.1

Students can consistently recognize the correct use of prepositional phrases and dependent clauses.

7.5.R.1

Students will recognize the correct use of prepositional phrases and dependent clauses.

Developing 

7.5.R.1

Students can sometimes recognize the correct use of prepositional phrases and dependent clauses.

7.5.R.1

Students can recognize the correct use of prepositional phrases with guidance and support.

7.5.R.2 

Students can recognize simple, compound, complex, and compound-complex sentences with guidance and support.

7.5.R.2 

Students can recognize simple, compound, complex, and compound-complex sentences and can explain the effect on the text only with guidance and support.

7.5.R.2 

Students can consistently recognize simple, compound, complex, and compound-complex sentences and can explain the effect on the text.

7.5.R.2 

Students will recognize simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

7.5.R.3 

Students can recognize the subject and verb agreement only with guidance and support.

7.5.R.3 

Students can sometimes recognize the subject and verb agreement.

7.5.R.3 

Students can consistently recognize the subject and verb agreement.

7.5.R.3 

Students will recognize the subject and verb agreement.

7.5.R.4 

Students can recognize and correct misplaced and dangling modifiers only with guidance and support.

7.5.R.4 

Students can sometimes recognize misplaced and dangling modifiers but do not correct errors. 

7.5.R.4 

Students can consistently recognize and correct misplaced and dangling modifiers.

7.5.R.4 

Students will recognize and correct misplaced and dangling modifiers.

 Instructional Guidance 

Provide intensive grammar intervention in a small group or 1:1 conferences.  Provide rules and examples of prepositional phrases, simple, compound, complex, and compound-complex sentences, subject/verb agreement, and dangling modifiers.  Provide students with visual aids and graphic organizers.

• Prepositional Phrases

• Students can recognize the correct use of prepositional phrases with guidance and support. (e.g.Provide students with a blank piece of paper and the students will create a paper airplane.  The students will fly the plane and then write the prepositional phrase on the plane of where the plane landed.)

• Simple/Compound/Complex/Compound-Complex Sentences

• Use explicit instruction to provide instruction for sentence types. (e.g. Khan Academy Sentences)

• Combine sentences with conjunctions.  Give students two complete sentences. Have them combine the two sentences into one sentence by using a conjunction from a conjunction list.

• Subject/Verb Agreement

• Use explicit instruction to provide instruction for subject/verb agreement. (e.g. Khan Academy Subject/Verb Agreement)

• Dangling Modifiers

• Use explicit instruction to provide instruction for dangling modifiers. (e.g. Dangling Modifiers)

Provide scaffolding and guiding questions how to recognize prepositional phrases and dependent clauses, simple, compound, complex, and compound-complex sentences, subject/verb agreement, and dangling modifiers.  Use anchor charts, think aloud, songs, peer partners, class discussions, and movement games.  With guidance and support, students should learn to make grammar connections within the text.

• Prepositional Phrases

• Provide students with the lyrics to a song and the students will highlight the prepositional phrases and clauses.  (e.g. River of Dream by Billy Joel)

• Dependent Clause

• Use explicit instruction to provide instruction for a dependent clause. (e.g.Dependent Clauses)

• Provide students with a subordinating conjunction list.

• Simple/Compound/Complex/Compound-Complex Sentences

• Underline conjunctions. Have students underline conjunctions in written text. Use different reading materials, such as books, magazines, newspapers, etc.

• Subject/Verb Agreement

• Provide guidance and support to help students recognize subject-verb agreement. (e.g. provide a copy of text and students highlight the subject and verb of a sentence.  (e.g.+ if agree; - do not agree)

• Dangling Modifiers

• Provide opportunities for students to review parts of speech.  Start with the basics and proceed to more advanced concepts.  (e.g. Word People)

Provide opportunities for students to recognize prepositional phrases and dependent clauses, simple, compound, complex, and compound-complex sentences, subject/verb agreement, and dangling modifiers.   Use anchor charts, think aloud, songs, peer partners, class discussions, and movement games.  Students should learn to make grammar connections and the effect of the grammar upon the text.

• Prepositional Phrases and Dependent Clauses

• Provide opportunities for students to become more familiar with prepositional phrases and clauses through games and songs. (e.g. Phrases and Clause game)

• Simple/Compound/Complex/Compound-Complex Sentences

• Replace incorrect conjunctions with correct ones. Give students words, clauses, phrases, or sentences joined by an incorrect conjunction. Have them replace the conjunction with a correct one. For example—She missed the bus either she overslept (because).

• Subject/Verb Agreement

• Provide opportunities for students to identify and explore subject-verb agreement. (e.g. subject/verb matching activity)

• Dangling Modifiers

• Provide opportunities for students to identify misplaced modifiers embedded in the text.  Students create a meme or a comic of the misplaced modifier. (e.g. Misplaced Modifier)

Deeper

Acquisition 

Provide opportunities for the students to apply and expand the knowledge of prepositional phrases and dependent clauses, simple, compound, complex, and compound-complex sentences, subject/verb agreement, and dangling modifiers.  through presentations, projects, student-created lessons, flipbooks, etc.  Students should learn to make grammar connections and the effect of the grammar upon the text.

• Prepositional Phrases and Dependent Clause

• Provide students with the opportunity to recognize prepositional phrases and clauses within the text. From a text the student is reading, they will write four dependent clauses from a complex sentence and four prepositional phrases on small pieces of paper.  The students roll their paper into a snowball and they play “Snowball”.  They will pick up eight pieces of paper and identify if it a prepositional phrase or a dependent clause.

• Simple/Compound/Complex/Compound-Complex Sentence

• Create a story using different conjunctions.

• To expand sentence variety, students make up a story that uses a minimum number of conjunctions. To increase the difficulty, have them use a minimum number of conjunctions for each type of sentence.

• Subject/Verb Agreement & Dangling Modifiers

• Students create a cartoon that will create a visual for misplaced and dangling modifiers.Misplaced and dangling modifiers  cartoon