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 

8.5.R.1

Students can recognize the use of verbals and clauses.

8.5.R.1

Students will recognize the use of verbals (e.g., gerunds, participles, infinitives) and clauses.

Developing 

8.5.R.1

Students can sometimes recognize the use of verbals and clauses with a teacher and/or peer support. 

8.5.R.1

Students recognize the use of verbals and clauses when shown specific examples by the teacher.

8.5.R.2 

Students recognize the use of active and passive voice with guidance and support.  

8.5.R.2 

Students can sometimes recognize the use of active and passive voice.

8.5.R.2 

Students can consistently recognize the use of active and passive voice.

8.5.R.2 

Students will recognize the use of active and passive voice.

8.5.R.3 

Students can recognize and correct inappropriate shifts in verb tense only with guidance and support.

8.5.R.3 

Students can sometimes recognize inappropriate shifts in verb tense and correct errors only with guidance and support.

8.5.R.3 

Students can consistently recognize and correct inappropriate shifts in verb tense.

8.5.R.3 

Students will recognize and correct inappropriate shifts in verb tense.

8.5.R.4  

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

8.5.R.4  

Students can recognize the subject and verb agreement but do not correct as necessary.

8.5.R.4 

Students can consistently recognize the subject and verb agreement and correct errors as necessary. 

8.5.R.4 

Students will recognize the subject and verb agreement, and correct as necessary.

 Instructional Guidance 

Provide intensive grammar intervention in a small group or 1:1 conferences.  Provide rules and examples of verbals/clauses, active and passive voice, verb shift, subject/verb agreement. Use visual aids and provide graphic organizers.

• Verbals and Clauses

• Provide explicit instruction to provide instruction for verbals and clauses. (e.g. Verbals and Clauses

• Active and Passive Voice

• Provide explicit instruction to provide instruction for active and passive voice. (e.g. active vs passive voice.  Provide the students with a list of linking verb that will help the students distinguish the difference between action and linking verbs.

• Verb Shift

• Provide explicit instruction to provide instruction for verb shift..  (e.g. Purdueowl.com/verb shift)

• Subject/Verb Agreement

• Subject/Verb Agreement

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

Provide scaffolding and guiding questions how to recognize verbals/clauses, active and passive voice, verb shift, subject/verb agreement.  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.

• Verbals and Clauses

• Provide bookmarks with verbal and clause tips for students to use that will help them recognize verbals and clauses within the text. (e.g. verbals chart)

• Active and Passive Voice

• Ask students to find “to be” verbs in a variety of texts to determine if replacing an action verb would enhance the sentence.  Play charades with active and passive voice text.

• Verb Shift

• Provide guidance and support to help students recognize verb shift in a text.  With guidance and support, students will revise for a shift in verb tense. (e.g. Revise for shift in verb tense)

• 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)

Provide opportunities for students to recognize verbals/clauses, active and passive voice, verb shift, subject/verb agreement. Use anchor charts, think aloud, songs, peer partners, class discussions, and movement games.  Students should learn to make grammar connections and the effect upon the text.

• Verbals and Clauses

• Provide opportunities for students to identify and distinguish verbals from the main verb in the sentence. Highlight the verb and verbal with different colors.  Underline any clauses.

• Active and Passive Voice

• Ask students to read passages and change the voice from passive to active (or vice versa) and then discuss the effects in small and whole group settings.

• Verb Shift

• Ask students to read passages and the verb tense and then discuss the effects within the text before the correction and after the correction.

• Subject/Verb Agreement

• Subject/Verb Agreement

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

Deeper

Acquisition 

Provide opportunities for the students to apply and expand the knowledge of verbals and clauses, active and passive voice, verb shift, subject/verb agreement through presentations, projects, student-created lessons, flipbooks, etc.  Students should learn to make grammar connections within the text they are reading.

• Verbals and Clauses

• Students create powerpoint or a Prezi explaining the use of gerunds, participles, infinitives, and clause.

• Active and Passive Voice

• Students work in small groups and create a commercial written in the opposite voice of the text.

• Verb Shift

• Create an Infographic Poster of an inappropriate shift in verb tense and the correct verb tense. Infographic maker

• Subject/Verb Agreement

• Provide opportunities for students apply and expand the knowledge of subject/verb agreement and dangling modifiers by creating student tips. (e.g. poster, comic, powerpoint, etc.)