Download K-5Grammar

Grammar
Concept
K
Use frequently
occurring nouns
Nouns
Pronouns
Verbs and
Verb Tense
Form regular
plural nouns
orally by adding:
s, es
Understand and
use question
words –
(interrogatives:
who)
Use frequently
occurring verbs
Demonstrate
understanding of
frequently
occurring verbs
by relating them
to opposites
Distinguish
1st Grade
2nd Grade
3rd Grade
4th Grade
Teacher will use the verbage of
grammar terms:
*Identify and define a noun
*Identify and define common,
proper, possessive nouns
* Sort common, proper and
possessive nouns
*Capitalize proper nouns in writing
*Use possessive nouns in writing
Define and identify collective
nouns: group, class jury, team
Form/use frequently
occurring irregular plural
nouns (i.e., feet, children,
teeth, mice, fish).
*Define singular and plural
*Define how to form plural
nouns by adding “s” or “es”
*Use personal, possessive and
indefinite pronouns: I, me, my,
they, them, their, anyone,
everything
*Identify and define pronouns
*Identify and define personal
possessive and indefinite pronouns
*Match gender specific pronouns
with pictures
*Match pronouns with pictures
*Use pronouns correctly in writing
*Use verbs to convey a sense of
past, present and future: yesterday I
walked home, Today I will walk
home, Tomorrow I will walk home
Use verbs with different shades of
meaning
*Identify and define past, present
and future
*Chart the past, present and future
Pronouns: Use reflexive
pronouns (myself,
ourselves)
Explain the
function of (nouns) in
general and their
function in particular
sentences
*Students will identify subject
nouns and object nouns
Example: The dog ran to the
tree.
*Students will identify use
regular and irregular plural
nouns in writing
*Students will identify and
use abstract nouns in writing
*Students will identify and
use possessives
Explain the function of
pronouns and their role in
particular sentences
Use relative pronouns:
who, whose, whom,
which, that
5th Grade
Identify and describe
possessives in writing
Verbs & Verb Tense:
Form/use past tense of
frequently occurring irregular
verb (i.e., sat, hid, told)
*Define present/past tense of
verbs
Distinguish shades of
meaning among closely
Explain the function of verbs
in general and in particular
sentences
*Students will explain what a
verb does in a sentence
*Students will identify verb
tenses and their use
*Students will define “verb”
Form and use
progressive verb
tenses: I was walking,
I am walking, I will be
walking
Use modal auxiliaries
to convey various
conditions: can, may,
must
Form and use perfect
verb tenses
Use verb tense to
convey various times,
sequences, states,
and conditions
Identify and correct
shades of
meaning among
similar verbs by
acting out
meanings
Adjectives:
including
articles/
determiners
Adverbs
Conjunctions
tense in common verbs
*Use correct tense of verbs
consistently in writing
Use verbs that have closely related
meanings
Use frequently occurring
adjectives/Use determiners
*Define and identify adjectives
*Brainstorm lists of adjectives
(linked to word choice target)
Distinguish shades of meaning
among adj differing in intensity
(thin, slender, skinny, scrawny)
*Create lists of similar adjectives
*Teacher modeling of adjective use
*use adjectives correctly in writing
*use articles(a, an, the) correctly in
writing
*use demonstratives in writing
Understand and
use question
words: where,
when, why, how
Use frequently occurring
conjunctions: and, out, or, so,
because
*teacher will model the vocabulary
of “conjunction”
*teacher will model the use of
related verbs
*Create lists of similar verbs
*Define synonyms
Use adjectives and adverbs
and choose between them
depending on what is to be
modified.
*Use articles a, an, the in
writing
*Identify adjectives and what
they modify
Distinguish shades of
meaning between closely
related adjectives
*Create a list of similar
adjectives
*Identify what an adjective
does/is
Identify adverbs and what
they modify
Use words and phrases
acquired through
conversations, etc. including
using adjectives and adverbs
to describe
inappropriate shifts
in verb tense.
Explain the function of an
adjective: to describe a noun
Form and use comparative
and superlative adjectives
and adverbs and choose
between them depending on
what is being modified:
Tall, taller, tallest
Explain the function of
adverbs and their function in
identified sentences: words
that modify verbs, adjectives
or another adverb
Form and use comparative
and superlative adjectives
and adverbs and choose
between them on what is
being modified: quiet, quietly,
more quietly, most quietly
Use coordination and
subordinating conjunctions:
and, but, yet, for, nor, so,
after, although, rather than,
than, that, until, while, when
Use relative adverbs:
where, when, why
Explain the function
of conjunctions in
general and in
particular sentences
Use correlative
Prepositions
Use frequently
occurring
prepositions: to,
from, in, out, on
,off, for, of, by,
with
conjunctions
*students will use correctly in
writing
Use frequently occurring
prepositions: during, beyond,
toward
*Teacher uses the vocabulary of
“preposition”
*Create an anchor chart of
prepositions
*Teacher models use of
prepositions
*Students uses prepositions in
writing
Form and use
prepositional phrases.
Explain the function
of interjections in
general and their
function in particular
sentences.
Interjections
Agreement
Sentence
Structure
conjunctions in
writing: either/or,
neither/nor
Explain the function
of prepositions in
general and their
function in particular
sentences.
Produce and
expand complete
sentences in
shared language
activities
Use singular or plural nouns with
matching verbs: he hops, we
hop,etc
*Student can distinguish between
singular and plural nouns
*Student can make a noun plural
*Student has subject/verb
agreement in writing
*Teacher uses the terms:
subject/verb agreement
*Student use in writing
When prompted, student can
produce or expand complete simple
and compound declarative,
interrogative, imperative, and
exclamatory sentences.
*teacher uses the vocabulary of the
sentence types
*Students can sort types of
sentences
Identify and us subject/verb
agreement and pronoun and
antecedent agreement: My
friends are coming today –
My friends is coming today
Produce, expand and
rearrange complete simple
and compound sentences
(i.e., The boy watched the
movie; The little boy watched
the movie; The action movie
was watched by the little
boy).
*Identify a complete
Identify and produce simple,
compound, and complex
sentences: Bob and Bill
played football, Bob played
football, so Jen went
shopping. Bob played football
because all of his friends
wanted to play.
Produce complete
sentences, recognizing
and correcting
inappropriate
fragments and runons.
*Students will have opportunities to
respond to writing prompts: “Write
a declarative sentence”
Capitalization
Punctuation
Capitalize first
word in a
sentence and the
pronoun “I”
Capitalize dates and names of
people
*teach capitalization rules
*Model capitalization of dates and
people, days of the week, months
*Students use in writing
Recognize and
name end
punctuation
Use end punctuation for sentences Link with sentence objective
Use Commas in dates and to
separate single words in a series
*Identify types of end punctuation:
.,?! and when to use them
*Student uses end punctuation
correctly in writing
*Teach the purpose of a comma
*Students will write out full date
using capitalization and commas on
a consistent basis
*Student use in writing
Use conventional spelling for words
sentence
*Identify a simple sentence
*Identify a compound
sentence
*Identify a complex sentence
Capitalize holidays, product
names, and geographic
names
Use commas in greetings and
closings of letters
Capitalize appropriate words
in titles: Harry Potter and the
Goblet of Fire
Use correct
capitalization
Use commas in addresses
Use commas and quotation
marks in dialogue.
Use commas and
quotation marks to
mark direct speech
and quotations from
text.
Use an apostrophe to form a
contraction and frequently
occurring possessives
*Identify why an apostrophe
is used in a contraction
*Identify possessives and the
reason for the apostrophe
Generalize learned spelling
Use comma before a
coordinating
conjunction in a
compound sentence.
Use conventional spelling for
Correctly use
Use punctuation to
separate items in a
series.
Use commas to
separate an
introductory element
from the rest of
sentence.
Use commas to set
off the words “yes”
and “no”(Yes, thank
you.)
Use commas to set
off a tag from the
rest of the sentence:
(It’s true, isn’t it?)
Use commas to
indicate direct
address: (Is that you,
Steve?)
Use underlining,
quotation marks, or
italics to indicate
titles of works.
Spell grade level
Spelling
Spell simple
words
phonetically
w/common spelling patterns and
for frequently occurring irregular
words.
Spell untaught words phonetically
(links to beg. Medial, ending
essential skill on report card)
*Explicitly teach students how to
use analogies to spell:”If you know
cat, then you know bat” similar to
RR and ERE word works
*Provide students with
opportunities to practice high
frequency words from common
word list: whole group intro, songs,
center practice
*Students will spell words with
common patterns and high
frequency words correctly in writing
*Teach letter/sound association
*Explicit instruction in how to
slowly articulate words(resources:
letter/sound boxes, pushing sounds,
etc)
*Use phonetic spelling in writing
patterns when writing words
(i.e. cage-badge, boy-boil)
*Use of strategic word sorts
and practice
*Use of pre-assessment and
assessment to provide the
spelling instruction
*Understand and use spelling
rules/strategies in writing
Consult reference materials,
including beginning
dictionaries, as needed to
check and correct spelling
high frequency and other
studied words: 3rd grade word
wall
frequently confused
words: to, too, there,
their
Add suffixes to base words:
sitting, smiled, cries,
happiness
Spell grade level –
word
Use spelling patterns and
generalizations in writing
words: Words Their Way and
Word Wall
Consult reference materials
including beginning
dictionaries to check spelling:
Quick Word
words correctly –
word wall and
content vocabulary