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The following are excerpts from the Standards document. (www.corestandards.org)

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Assembly for the Teaching of English Grammar (ATEG) Keynote Address: Amy Benjamin www.amybenjamin.com Grammar and the Common Core: Grade by Grade Expectations – PowerPoint PPT presentation

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Title: The following are excerpts from the Standards document. (www.corestandards.org)


1
Assembly for the Teaching of English Grammar
(ATEG) Keynote Address Amy
Benjamin www.amybenjamin.com
Grammar and the Common Core Grade by Grade
Expectations
The following are excerpts from the Standards
document. (www.corestandards.org)
2
At-A-Glance 32 Common Core Anchor Standards for
Literacy (grades 3-12)
Reading
Writing
Speaking/Listening
Language
Key Ideas Details
Types Purposes
Comprehension Collaboration
Knowledge of Language
  • Read closely.
  • Track themes
  • summarize main
  • ideas.
  • 3. Understand and
  • follow progressions.
  • Write arguments.
  • Write informative/
  • explanatory texts
  • 3. Write narratives.
  • Know the rules of
  • formal standard written
  • and spoken English and
  • apply them when your
  • audience expects you to do
  • so. Accurately perceive the
  • circumstances when your
  • audience expects you to use
  • a formal language tone.
  • 2. The above includes the
  • visuals of writing spelling,
  • capitalization, punctuation.
  • 3. Understand that language
  • is a changing social contract.
  • Make effective choices.
  • Expand your understanding of
  • the language choices of
  • others.

1.Develop socially appropriate
conversational skills. 2. Verbally
summarize information that youve heard, read, or
seen. 3. Assess the credibility of what you read
and hear, based on the language used.
Production Distribution
Craft and Structure
4.Match your style to the expectations of
your audience. 5. Use the writing process 6.
Use technology as a collaborative tool.
4. Know what words phrases mean
in context. 5. Analyze how the details
contribute to each other and to the overall
meaning. 6. Assess how point of view or
purpose affects meaning.

Research
Presentation of Ideas and Knowledge
7. Conduct short as well as more sustained
research projects. 8. Gather information
from multiple sources. Judge the credibility of
the sources. 9. Use both literary
and informational texts to support, inform, and
enrich your claims
4. Present meaningful ideas and information
coherently and courteously. 5. Enhance formal
presentations with visuals, including digital
media. 6. Know the rules of formal spoken English
and apply them when appropriate to the audience.
Integration of Knowledge Ideas
Vocabulary Acquisition and Use
7. Understand charts, graphs, and other
numerical representations. 8. Judge the
validity of an argument, based on the language
used. 9. Compare texts on the same subject.
4. Figure out what new words phrases mean using
context, word parts, dictionaries, a 5.
Understand that words can be nuanced and can
have multiple meanings. 6. Understand and use
an academic/businesslike level of language.
10. Write routinely both formally and
informally write polished pieces and
on-demand write to express knowledge and to
formulate it. Revise, proofread, edit.
10 Comprehend complex text independently.
3
Language
  • Know the rules of
  • formal standard written
  • and spoken English and
  • apply them when your
  • audience expects you to do
  • so. Accurately perceive the
  • circumstances when your
  • audience expects you to use
  • a formal language tone.
  • 2. The above includes the
  • visuals of writing spelling,
  • capitalization, punctuation.
  • 3. Understand that language
  • is a changing social contract.
  • Make effective choices.
  • Expand your understanding of
  • the language choices of

Explicit, direct connection to grammar
education

What are the Standards having an implicit,
indirect connection to grammar education?
4
The Standards
English Language Arts Literacy in
History/Social Studies, Science, Technical
Subjects
Mathematics
Curriculum Spiral Same set of standards
applied to increased level of text
complexity as students move up the grade levels
Specific strands of math are taught at given
grade levels.
Teach less, learn more
5
I
teaching grammar.
I never really learned it.
Shouldnt they already have had this in the
lower grades?
Do kids really have to learn all these terms?
Theres no interesting way to teach grammar. Its
just drill and workbook.
I loved it! I thought diagramming sentences was
fun!
M
6
Grammar-Related Standards Kindergarten
Excerpts In speech Form regular plurals in
speech (-s or es) Use questions words (who,
what, when, where, why, how) in speech Use
common prepositions in speech (to, from, in, out,
on, off, for, of, by, with) Produce and expand
complete sentences in shared language activities
In writing Capitalize the first word of a
sentence Capitalize the pronoun I Recognize and
name end punctuation Write a letter(s) for most
consonant and short-vowel sounds
(phonemes) Spell simple words phonetically,
drawing on knowledge of sound-letter relationships
7
Grammar-Related Standards First Grade
Excerpts In speech and writing Print all
upper and lower-case letters Basic subject-verb
agreement Personal pronouns, including possessive
pronouns (their/they, etc.) Variety of verb
tenses Prepositions such as during, beyond,
toward, before, after Produce and expand complete
simple and compound sentences (declarative,
interrogative, imperative, exclamatory)
In writing Capitalize dates, names of
people Use end punctuation for sentences Use
commas in dates and to separate single items in a
series Use basic rules of phonics to spell taught
and untaught words that are common and that
comport with basic phonetic rules
8
Grammar-Related Standards Second Grade
Conventions of Standard English Form and use
common irregular plurals. Use reflexive pronouns
(myself, themselves, etc.) Form and use common
irregular verbs. Make the correct choice between
an adjective or an adverb, depending upon what
is to be modified. Expand and rearrange
sentences by adding or moving words and/or
phrases. Capitalize holidays, product names,
geographic names. Use commas in greetings and
closings of letters. Use apostrophes in
contractions and possessives. Learn the most
basic spelling patterns, generalizations, and
rules Start using dictionaries to check
spelling.
Knowledge of Language Compare formal and
informal styles of English.
9
Grammar-Related Standards Third Grade
Conventions of Standard English Explain the
function of nouns, pronouns, verbs, adjectives,
and adverbs in general and their functions in
particular sentences. Form and use regular and
irregular plural nouns. Use abstract nouns. Form
and use regular and irregular verbs. Form and use
the simple verb tenses (I walk, I walked, I will
walk). Ensure subject-verb and
pronoun-antecedent agreement. Form and use
comparative and superlative adjectives and
adverbs, choosing correctly between them
depending on what is being compared. Use
coordinating and subordinating conjunctions. Produ
ce simple, compound, and complex
sentences. Capitalize titles appropriately. Use
commas in addresses and in dialogue (along with
quotation marks). Use and form possessives. Follow
the most frequent and reliable spelling rules
for adding suffixes and prefixes learn
common spelling patterns, generalizations, and
rules
Knowledge of Language Understand that there are
differences in language use between speech and
writing.
10
Grammar-Related Standards Fourth Grade
Conventions of Standard English Use relative
pronouns (who, whose, whom, which, that) and
relative adverbs (where, when, why). Form
and use the progressive (e.g., I was walking, I
am walking, I will be walking) verb tense use
modal auxiliaries (would, could, should, will,
shall, may, might, must) to express various
conditions. Recognize and correct fragments and
run-ons. Make the correct choice of common
homophones (too, to, two there, their,
etc.). Use correct capitalization. Use commas and
quotation marks to write direct quotations. Use a
comma before a coordinating conjunction (and,
but, so, or, etc.) in a compound sentence.
Knowledge of Language Choose punctuation for
effect. Differentiate between circumstances that
call for formal Standard English and those that
call for a more informal register of English.
11
Grammar-Related Standards Fifth Grade
Conventions of Standard English Explain the
function of conjunctions, prepositions, and
interjections in general and their function in
particular sentences. Form and use the perfect
(e.g., I had walked I have walked I will have
walked) verb tenses.
Use verb tense to convey various times,
sequences, states, and conditions. Recognize and
correct inappropriate shifts in verb tense. Use
correlative conjunctions (e.g., either/or,
neither/nor)
Use a comma to separate items in a series
introductory
elements from the rest of the sentence
the words yes and
no from the rest of the sentence (in
answer to a
question)
tag questions (, isnt it?, , dont you?)
from the rest
of the sentence
names of people in
direct address from the rest of the

sentence Use underlining, quotation marks, or
italics to indicate titles of works.
12
Grammar-Related Standards Fifth Grade (continued)
Knowledge of Language
Expand, combine, and reduce sentences for
meaning, reader/listener interest, and style.
Compare and contrast the varieties of English
(e.g., dialects, registers) used in stories,
dramas, or poems.
Note Spelling Fifth grade is the last grade in
which the term grade-appropriate words is used
in regard to spelling. After fifth grade,
students are expected to just spell
correctly, using references as needed and as
appropriate.
13
Grammar-Related Standards Sixth Grade
Conventions of Standard English Ensure that
pronouns are in the proper case (subjective,
objective, possessive). Use intensive pronouns
(myself, ourselves).
Recognize and correct inappropriate shifts in
pronoun number and person Recognize and correct
vague pronouns (i.e., ones with unclear or
ambiguous antecedents).
Recognize variations from standard English in
their own and others' writing and speaking, and
identify and use strategies to improve expression
in conventional language.
Use punctuation (commas, parentheses, dashes)
to set off nonrestrictive/parenthetical
elements.
Knowledge of Language
Vary sentence patterns for meaning,
reader/listener interest, and style. Maintain
consistency in style and tone.
14
Grammar-Related Standards Seventh Grade
Conventions of Standard English Explain the
function of phrases and clauses in general and
their function in specific sentences. Choose
among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
Place phrases and clauses within a sentence,
recognizing and correcting misplaced and
dangling modifiers.
Use a comma to separate coordinate adjectives
(e.g., It was a fascinating, enjoyable movie but
not He wore an old, green shirt).
Knowledge of Language Use knowledge of
language to eliminate awkwardness and wordiness.
15
Grammar-Related Standards Eighth Grade
Conventions of Standard English Explain the
functions of verbals (gerunds, participles,
infinitives) in general, and their function in
particular sentences. Form and use verbs in the
active and passive voice. Form and use verbs in
the indicative, imperative, interrogative,
conditional, and subjunctive mood. Recognize
and correct inappropriate shifts in verb tense,
voice, and mood. Use commas, ellipsis, dashes to
signal pauses and/or breaks.
Knowledge of Language Use verbs in the active
or passive voice and in the conditional and
subjunctive mood to achieve particular effects
(e.g., to emphasize the actor or the action
expressing uncertainty describing a state
contrary to fact).
16
Grammar-Related Standards Ninth-Tenth Grade
Conventions of Standard English Use parallel
structure. Use various types of phrases (noun,
verb, adjectival, adverbial, prepositional,
participial, absolute) and clauses (independent,
dependent, noun, relative, adverbial) to
convey specific meanings and achieve a varied
style. Use a semicolon. Use a colon.
Knowledge of Language Edit, conforming to a
given style guide, such as MLA, Chicago Manual of
Style, Turabian.
17
Grammar-Related Standards Eleventh-Twelfth Grade
Conventions of Standard English
Apply the understanding that usage is a matter of
convention, can change over time, and is
sometimes contested. Resolve issues of complex
and contested usage, consulting references.
Demonstrate commands of the rules of standard
English capitalization, punctuation, and spelling
in writing. Observe the rules of hyphenation.
Knowledge of Language Vary syntax for effect,
consulting references (Tuftes Artful Sentences)
as needed apply an understanding of syntax to
the study of complex texts when reading.
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