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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