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English – Grammar Launch Organizer
6th Grade Core Knowledge - Huey/Duroux/Canfield
In this domain, students will continue adding to their knowledge of the four-level analysis in order to break
down a sentence. Students will expand their of knowledge parts of speech, parts of a sentence, phrases, and
clauses. These are keys are the basis to all of the grammar topics that will be covered throughout the year.
Students will demonstrate their knowledge of four-level analysis by completing a 50-sentence packet and a
cumulative assessment.
The Big Idea
Understanding the basics of a sentence and its structure will help students to understand more complex grammar
topics that are taught throughout the year. These basic principles also help students with their ability to write
clearly and with variety.
Colorado State Standards
REA 6.3.3.a Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. (CCSS: L.6.1)
REA 7.3.3. g Combine sentences with coordinating conjunctions.
Common Core Standards
L.7.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or
a. Explain the function of phrases and clauses in
general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
Core Knowledge Unit
Grammar and Usage
• Understand what a complete sentence is, and identify subject and predicate
• identify independent and dependent clauses
• correct fragments and run-ons
Core Knowledge Language Arts
• Correctly use punctuation introduced in earlier grades, and learn how to use a semicolon or comma with and, but, or or to separate the sentences that form a compound sentence.
Previous Unit: N/A
Prior Knowledge
Grade 1
• Recognize, identify and use regular verbs to convey a sense of past, present, and future
tense orally, in written text, and in own writing.
Grade 2
• Recognize, identify and use subjects and predicates, orally, in written text, and in own
• Recognize, identify, and use complete simple and compound sentences.
Grade 3
• Understand what a complete sentence is, and identify subject and predicate in single-clause sentences
distinguish complete sentences from fragments.
• Know the following parts of speech and how they are used: nouns (for concrete nouns), pronouns
(singular and plural), verbs: action verbs and auxiliary (helping) verbs, adjectives.
Grade 4
• Identify subject and verb in a sentence and understand that they must agree.
• Know the following parts of speech and how they are used: nouns, pronouns, verbs
(action verbs and auxiliary verbs), adjectives (including articles), adverbs, conjunctions (and, but, or),
Grade 5
• Understand that pronouns must agree with their antecedents in case (nominative,
objective, possessive), number, and gender.
Next Unit: Grammar, Chapter 1
What Students will Learn in Future Grades
Grade 7
Parts of the Sentence
• Prepositional phrases
Identify as adjectival or adverbial
Identify word(s) modified by the prepositional phrase
Object of preposition (note that pronouns are in objective case)
Punctuation of prepositional phrases
• Subject and verb
Identify simple subject and simple verb (after eliminating prepositional phrases):
in statements
in questions
in commands (you understood)
with there and here
Auxiliary verbs
Noun of direct address
Subject-verb agreement:
with compound subjects
with compound subjects joined by or
with indefinite pronouns (for example, everyone, anyone, some, all)
• Complements
Predicate nominative
Predicate adjective
• Appositives
Identify and tell which noun is renamed
• Participles
Identify past, present participles
Identify participial phrases
Find the noun modified
• Gerunds and gerund phrases
Identify and tell its use in the sentence (subject, direct object, indirect object, appositive, predicate
nominative, object of preposition)
• Infinitives and infinitive phrases
Adjective and adverb: find the word it modifies
Noun: tell its use in the sentence
• Review: sentences classified by structure
Simple; compound (coordinating conjunctions v. conjunctive adverbs); complex; compound-complex
• Kinds of dependent clauses
Adjective clauses
Identify and tell noun modified
Introductory words: relative pronouns, relative adverbs (where, when)
Implied “that”
Adverb clauses
Identify and tell the word(s) modified
Subordinating conjunctions (for example, because, although, when, since, before, after, as soon
as, where)
Comma after introductory adverbial clause
Noun clauses
Identify and tell use in the sentence (subject, predicate nominative, direct object, indirect object,
object of preposition, appositive, objective complement, noun of direct address)
Grade 8
Misplaced modifiers
• Phrases and clauses go as near as possible to the word(s) they modify.
Dangling modifiers
Two-way modifiers
• Parallelism is expressing ideas of equal importance using the same grammatical constructions.
• Kinds of parallelism
coordinate (using coordinating conjunctions and, but, or, nor, yet )
correlative (both . . . and, either . . . or, neither . . . nor, not only . . . but also)
• Correcting faulty parallelism
repeating words (articles, prepositions, pronouns) to maintain parallelism
completing parallel construction
revising sentences using parallel structure (for example, using all gerund
phrases, or all noun clauses)
Cross Curricular Links
Writing and Literature
Additional Resources
For Teachers:
Language Network, McDougal Littel- Teacher’s Edition