Standard 5: Language

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

WRITING: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

Understanding 

Objectives 

Approaching 

 9.5.W.1 

Students write using correct mechanics with a focus on punctuation marks as needed.

9.5.W.1

  Students will write using correct mechanics with a focus on punctuation marks as needed.

Developing 

 9.5.W.1  

Students attempt to write correct mechanics with a focus on punctuation marks as needed.

 9.5.W.1 

Students need guidance and support to write correct mechanics with a focus on punctuation marks as needed.

9.5.R.2 

Students compose mostly simple and compound sentences.

9.5.W.2 

Students compose simple, compound, complex, sentences and questions.

9.5.W.2 

Students compose simple, compound, complex, and compound-complex sentences and questions to signal differing relationships among ideas.

9.5.W.2

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

9.5.W.3

Students use sentence frames to write parallel structure. 

9.5.W.3 

Students attempt to use parallel structure.

9.5.W.3 

Students use parallel structure.

9.5.W.3

Students will use parallel structure.

9.5.R.4 

Students use some types of phrases and clauses to add variety and interest to writing or presentations.

9.5.W.4  

Students use some types of phrases and clauses in an attempt to convey specific meanings and add variety and interest to writing or presentations.

9.5.W.4  

Students use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations. 

9.5.W.4

Students will use various types of phrases (e.g., appositive, adjectival, adverbial, participial, prepositional) and clauses (e.g., independent, dependent, adverbial) to convey specific meanings and add variety and interest to writing or presentations. 

 Instructional Guidance 

•  Display examples of correct and incorrect simple and compound sentences with grammar, usage, and mechanical errors highlighted, so students can compare them.
• Provide an example paragraph that uses simple and compound sentences and guide students through the process of combining the sentences to create smoother transitions.
• Confer with students on their writing and guide them through corrections.
• Provide students with sentence frames to experiment with different syntax.
• Provide students with a text and demonstrate how to identify different syntax and phrases, discussing the effects of the variety.

•  Display examples of correct and incorrect simple, compound, and complex sentences with grammar, usage, and mechanical errors and have students highlight the errors.

• Provide an example paragraph that uses simple, compound, and complex sentences and guide students through the process of combining the sentences to create smoother transitions.

• Confer with students on their writing and guide students through corrections by identifying where there is an error and eliciting the correction from students.

• Provide students with sentence frames to experiment with different syntax.

• Provide students with a text and guide them to identify different syntax and phrases, discussing the effects of the variety.

• Display examples of various types sentences with grammar, usage, and mechanical errors and have students highlight and correct the errors.

• Provide an example paragraph that uses various types of sentences and guide students through the process of combining the sentences to create smoother transitions.

• Have students check each other’s writing for grammar, usage, and mechanical errors and then correct their own work.

• Confer with students on their writing, highlighting/circling where there is an error, and then have students correct the error.

• Have students imitate different texts to experiment with different syntax.

• Provide students with a text and have them identify different syntax and phrases, discussing the effects of the variety.

Deeper

Acquisition 

• Display examples of various sentences with grammar, usage, and mechanical errors and have students highlight, correct, and explain the errors.
• Confer with students on their writing, highlighting/circling where there is an error and then have students determine how to correct the error while providing an explanation for why it was an error and/or explain how the error needs to be fixed.
• Have students rewrite sentences following different syntactic structures; students then select the most effective structure, along with explaining the selection.