Notes Code standard mean? home? Language Students must be able to use Speak with your child in more Skills Grade standard English grammar when complex sentences with relative 4 Standard 1 speaking and writing. Specifically, pronouns and adverbs, (L.4.1) they should be able to use… progressive verbs, modal auxiliaries, and prepositional phrases to model this behavior Print the practice sheets. relative pronouns (words (e.g. “I was sitting in that chair, Then watch the video that introduce part of a which is really comfortable.”). lessons with your child to sentence that describes a help him/her practice using noun such as who, whose, As necessary, offer your child relative adverbs and which) and relative adverbs immediate feedback on his/her pronouns. (words that introduce part grammar and language usage in of a sentence that describes writing and speaking. Explain a verb such as where, when, mistakes and offer concrete why). praise for accuracy (e.g. “We progressive (refer to actually do not say ‘black small ongoing actions) verb dog.’ What is another way you Print the practice sheet. tenses (e.g., I was walking; I could order those adjectives to Then watch the video lesson am walking; I will be describe the dog?”). with your child to help walking). him/her review the modal auxiliaries (words progressive tense. that tell likelihood, ability, etc to do action such as can, may, must). multiple adjectives in Print the practice sheet and conventional order to have your child complete it describe one noun (e.g., a while watching the video small red bag rather than a lesson. red small bag). prepositional phrases (e.g. in the house, with my friend). complete sentences and correct fragments (incomplete sentences) and Print the worksheets for run-ons (multiple sentences your child to use to review that should be written ordering adjectives. separately) as necessary.
Notes Code standard mean? home? Language Skills Grade 4 Standard 1 (L.4.1) Students must be able to use standard English grammar when speaking and writing. Specifically, they should be able to use… relative pronouns (words that introduce part of a sentence that describes a noun such as who, whose, which) and relative adverbs (words that introduce part of a sentence that describes a verb such as where, when, why). progressive (refer to ongoing actions) verb tenses (e.g., I was walking; I am walking; I will be walking). modal auxiliaries (words that tell likelihood, ability, etc to do action such as can, may, must). multiple adjectives in conventional order to describe one noun (e.g., a small red bag rather than a red small bag). prepositional phrases (e.g. in the house, with my friend). complete sentences and correct fragments (incomplete sentences) and run-ons (multiple sentences that should be written separately) as necessary. Speak with your child in more complex sentences with relative pronouns and adverbs, progressive verbs, modal auxiliaries, and prepositional phrases to model this behavior (e.g. “I was sitting in that chair, which is really comfortable.”). As necessary, offer your child immediate feedback on his/her grammar and language usage in writing and speaking. Explain mistakes and offer concrete praise for accuracy (e.g. “We actually do not say ‘black small dog.’ What is another way you could order those adjectives to describe the dog?”). Print the practice sheets. Then watch the video lessons with your child to help him/her practice using relative adverbs and pronouns. Print the practice sheet. Then watch the video lesson with your child to help him/her review the progressive tense. Print the practice sheet and have your child complete it while watching the video lesson. Print the worksheets for your child to use to review ordering adjectives.