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 

Students will begin to understand the basic rules of language. 

PK.5.R.1

Students will begin to understand the function of grammar through exposure to conversations, read-alouds, and interactive reading. 

Developing 

PK.5.R.1

Students will begin to understand the basic rules of language with guidance and support. 

PK.5.R.1

Students may not understand the basic rules of language through exposure to conversations, read-alouds, and interactive reading.

PK.5.R.2

Students may not yet recognize concrete nouns. 

PK.5.R.2

Students can sometimes recognize concrete nouns with guidance and support.

PK.5.R.2

Students can consistently recognize concrete nouns with guidance and support.

PK.5.R.2

Students will recognize concrete objects as persons, places, or things (i.e. nouns) with guidance and support.

PK.5.R.3

Students may not yet recognize words as action verbs.

PK.5.R.3

Students can sometimes recognize words as action verbs.  

Students can consistently recognize actions words as verbs with guidance and support.

PK.5.R.3

Students will recognize words as actions (i.e., verbs) with guidance and support. 

PK.5.R.4

Students may not yet successfully group pictures and/or use movement to determine spatial and time relationships.

PK.5.R.4

Students make some errors when grouping pictures and/or using movement to determine spatial and time relationships with guidance and support.

PK.5.R.4

Students can consistently group pictures and/or use movement to determine spatial and time relationships with guidance and support. 

PK.5.R.4

Students will group pictures and/or use movement to determine spatial and time relationships such as up, down, before, and after with guidance and support.

 Instructional Guidance 

Sort cards with pictures of nouns into categories. (e.g. people, places, things)

Sort pictures based on spatial or time relationships. (e.g. things above vs below,  things that happen in the morning vs things that happen at nighttime.)

Explain that complete thoughts must contain a subject and an action. Identify the subject and action in sentences from a read aloud.

Point out correct capitalization and punctuation in a text. 

Allow students to circle punctuation marks and capital letters at the beginning of sentences in text on the smartboard with guidance and support.

Define verbs as action words. Call action words for students to act out (jump, hop, skip, etc…).

Use The Sentence Song on YouTube to engage your students in recalling the structure of sentences.

Deeper

Acquisition 

Have students differentiate between complete and incomplete thoughts.